STREAK method: a teaching practice that supports students in a mixed classroom community

Area of Science:

• Educational Psychology
• Microbiology Pedagogy

Background:

• Classroom environments must accommodate diverse student backgrounds and needs.
• Creating an inclusive atmosphere is crucial for student success and engagement.
• Traditional teaching methods may not fully address the heterogeneity of student experiences.

Purpose of the Study:

• To introduce and evaluate the STREAK method for fostering student belonging in a microbiology course.
• To enhance students' sense of connection to peers, instructors, and course material.
• To provide a framework for improving classroom inclusivity and student development.

Main Methods:

• Developed the STREAK method, integrating six key practices: Stop stereotypes, Time, Respectful reactions, Expectations, Access, and Know your Students.
• Applied the STREAK method within a microbiology course.
• Compared student experiences in the STREAK-integrated course with control courses.

Main Results:

• The STREAK method successfully enhanced students' sense of belonging and connection within the classroom community.
• Students in the STREAK-integrated course reported a more positive overall experience compared to control groups.
• Evidence suggests the method positively impacts personal development and potentially classroom performance.

Conclusions:

• The STREAK method offers a novel, effective framework for creating welcoming and inclusive learning environments.
• This approach, rooted in six research-backed practices, can be adapted across diverse educational settings.
• Implementing STREAK promotes individual student value, contribution, and overall academic success.