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Peer Led Team Learning in an Undergraduate Biology Course: Impacts on Recruitment, Retention, and Imposter Phenomenon

Name: Peer Led Team Learning in an Undergraduate Biology Course: Impacts on Recruitment, Retention, and Imposter Phenomenon
Published: 2022-07-05
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Mariah C. Maxwell, Syracuse University; Julia J. Snyder, Syracuse University; Ryan D. P. Dunk, Auburn University; Jeremy D. Sloane, Saratoga Springs; Isabella Cannon, Dragonfly Theraputics; Jason R. Wiles, Syracuse University

Version: View help for Version V3

American Educational Research Association Data Repository

Name	File Type	Size	Last Modified
Data file 1 - Recruitment and Retention Data.xlsx	application/vnd.openxmlformats-officedocument.spreadsheetml.sheet	17.9 KB	07/05/2022 12:51:PM
Data file 2 - Retention by First Generation Status.jpg	image/jpeg	224 KB	07/05/2022 01:15:PM
Data file 3 - Retention by Gender.jpg	image/jpeg	194.3 KB	05/11/2022 07:32:AM
Data file 4 - Imposter Phenomenon Data.xlsx	application/vnd.openxmlformats-officedocument.spreadsheetml.sheet	25.5 KB	05/11/2022 07:35:AM
Data file 5 - GLM Model of Students' Imposter Scores.jpg	image/jpeg	232.9 KB	04/29/2022 06:58:AM
Data file 6 - Imposter Score by Gender.jpg	image/jpeg	135.1 KB	05/11/2022 07:39:AM

Project Citation:

Maxwell, Mariah C., Snyder, Julia J., Dunk, Ryan D. P. , Sloane, Jeremy D. , Cannon, Isabella, and Wiles, Jason R. . Peer Led Team Learning in an Undergraduate Biology Course: Impacts on Recruitment, Retention, and Imposter Phenomenon. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-07-05. https://doi.org/10.3886/E174421V3

Project Description

Summary: These data were collected during a multi-year project conducted in the context of large-enrollment introductory biology course at a large private R-1 research institution in the Northeastern United States. The project aimed to examine the impact of Peer Led Team Learning (PLTL) on the recruitment and retention of marginalized groups in Science, Technology, Engineering, and Mathematics (STEM) majors. The data includes academic information such as final course grades and academic level; socio-demographic information such as gender identity, minority status, and first-generation status; and information on student recruitment, retention, imposter feelings, and participation in Peer Led Team Learning (PLTL).

Funding Sources: National Science Foundation (1352740); Howard Hughes Medical Institute Inclusive Excellence Grant

Scope of Project

Subject Terms: Peer Led Team Learning; recruitment; retention; imposter phenomenon; women; underrepresented minority; first-generation college student; biology; undergraduate; gateway course

Geographic Coverage: Northeastern United States

Universe: Undergraduate students in a large-enrollment introductory biology course at a large private R-1 research institution.

Data Type(s): experimental data; images: photographs, drawings, graphical representations; observational data; survey data

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