A logistic regression investigation of the relationship between the Learning Assistant model and failure rates in introductory STEM courses

摘要

BackgroundLarge introductory STEM courses historically have high failure rates, and failing such courses often leads students to change majors or even drop out of college. Instructional innovations such as the Learning Assistant model can influence this trend by changing institutional norms. In collaboration with faculty who teach large-enrollment introductory STEM courses, undergraduate learning assistants (LAs) use research-based instructional strategies designed to encourage active student engagement and elicit student thinking. These instructional innovations help students master the types of skills necessary for college success such as critical thinking and defending ideas. In this study, we use logistic regression with pre-existing institutional data to investigate the relationship between exposure to LA support in large introductory STEM courses and general failure rates in these same and other introductory courses at University of Colorado Boulder.