AI 中文总结
该研究通过对10门STEM入门课程的定量分析，发现学习助手可全面提升学生成果，且对历史边缘群体的通过率及边缘族裔女性的毕业率改善更显著，建议多元化院校投资此类项目。
AI 中文摘要
本文采用多层模型，对来自四个STEM学科的10门入门课程进行分析，量化学习助手（Learning Assistants, LAs）与学生层面成果、通过率及学业保留率的关联。总体而言，班级配备LA与所有学生的这些指标改善相关。此外，在所有学生均有改善的同时，改善幅度存在显著人口统计学差异：例如，与同组未配备LA班级的学生相比，LA似乎与历史上处于边缘地位群体的通过率更大改善相关，也与自认为属于历史上边缘种族和族裔的女性毕业率更大提升相关。这表明学习助手项目可能是多元化院校的一项极佳投资。
英文摘要
In this paper we use multilevel modeling of 10 introductory courses from four STEM disciplines to quantify associations of Learning Assistants (LAs) with the student-level outcomes, pass-rates, and retention. Overall we find that having an LA in a class is associated with improvement of these metrics for all students. Fur- thermore, along with all students showing improvement, we find noticeable demographic differences in the amount of improvement. For instance, LAs seem to be associated with larger improvements in pass-rates for historically marginalized groups, and larger increases in graduation rates for women identifying as belonging to historically marginalized races and ethnicities when compared to students from the same group but with class sections without LAs. This indicates that Learning Assistant programs may be an excellent investment for diverse institutions.
Comments6 pages, 3 figures, conference submission
