‘Empathy Is Really Important’: Improving Undergraduate STEM Education through a Community of Care

Abstract

This chapter explores the methods developed to improve STEM success for students at two public urban institutions, a project whose aim is to improve academic outcomes for undergraduate students, especially for those most vulnerable and least likely to succeed in this student population. The theory of change that underpins the project – including its activities and its evaluation plan – posits that three interlocked activities (course redesign, peer mentors and articulation) will lead to improvements in academic outcomes and ultimately contribute to the overarching goal of increasing the number of students from underserved backgrounds who graduate with baccalaureate STEM degrees. The project focusses on the first courses students take in STEM, where they are also most likely to fail. We describe the methodology developed for faculty development and the organizational structure of the peer mentoring component for these courses. Both of these components constitute safe spaces where faculty and peer mentors learn to support students using evidence-based and inclusive instructional practices. Courses redesigned by faculty were offered following a cluster-level randomized control trial design, where sections were assigned to treatment (with or without a peer) or control. These interventions have a positive impact on cumulative GPA, according to preliminary analyses. The project also has a positive effect on faculty participants and on peer mentors, both groups now better prepared to jointly deliver STEM curricula in more effective ways. Among the reasons why this works, instructor empathy surfaces as playing a leading role in academic outcomes for undergraduate students.

Citation

Fernández, E.M., Fraboni, M.C., Valad, J., Avila, S., Edmond, A. and Singleman, C. (2021), "‘Empathy Is Really Important’: Improving Undergraduate STEM Education through a Community of Care", Winter, K. and Bramberger, A. (Ed.) Re-conceptualizing Safe Spaces, Emerald Publishing Limited, Leeds, pp. 141-159. https://doi.org/10.1108/978-1-83982-250-620211015