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Improving STEM Gateway Courses at Ohio State: Understanding Student-Centered Instruction and Learning Experiences
Examines how student-centered instructional strategies in gateway biology, chemistry, and mathematics courses shape undergraduates’ learning experiences and academic outcomes. The study explores how these approaches relate to students’ motivation, self-regulation, STEM identity, and help-seeking behaviors; how students navigate different sources of support; and how instructors’ practices and perspectives influence classroom experiences, with the goal of identifying strategies that enhance engagement, learning, and persistence in STEM pathways.