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Area of Science:

  • Molecular Biology Education
  • Higher Education Pedagogy

Background:

  • Learning assistant (LA) programs are often part of broader educational reforms.
  • The impact of LAs is difficult to separate from active learning strategies.

Purpose of the Study:

  • To isolate the effect of LAs beyond active learning in a molecular biology course.
  • To assess LA impact in a highly structured, flipped (HSF) format.

Main Methods:

  • Compared student performance in HSF courses with and without LAs.
  • Utilized concept tests (CT) and common exam questions for assessment.
  • Focused on courses already employing active learning.

Main Results:

  • Students in LA-supported courses showed improved performance on common exam questions.
  • Gains were most significant on questions assessing higher-order cognitive skills.
  • Underrepresented minority (URM) students experienced particular benefits.

Conclusions:

  • LAs offer benefits beyond active learning strategies.
  • LA programs can enhance learning for all students, with notable advantages for URM students.
  • LA implementation may be a valuable strategy for improving equity in science education.