Enhancing Inclusion in High-Enrollment Science Courses: The Impact of Sharing Demographic Data

In this episode of The APS Publications Podcast, featuring Advances in Physiology Education coauthors  Baylee A. Edwards and Sara E. Brownell discuss their educational research titled "Students respond positively to an instructor collecting and sharing aggregated class demographic data from a survey in a high-enrollment physiology course." This study delves into undergraduate students' perceptions of a high-enrollment physiology course instructor gathering and sharing aggregated demographic data to foster inclusivity. Most students responded positively to this approach, with particular benefits noted by women, nonbinary students, and liberal-leaning students. Edwards and Brownell's findings suggest that collecting and sharing student demographic data in an aggregate form could be an effective strategy to strengthen student-instructor relationships and promote inclusion in large science courses. Tune in to hear more about this impactful research and its potential to transform high-enrollment classrooms.

 

Students respond positively to an instructor collecting and sharing aggregated class demographic data from a survey in a high-enrollment physiology course

Baylee A. Edwards, Jude Kolodisner, Jacob P. Youngblood, Katelyn M. Cooper, and Sara E. Brownell

Advances in Physiology Education 2024 48:4, 836-856