PASS: Persistence, Anxiety, and Student Success in introductory biology

As we shift our introductory biology courses to student-centered pedagogy in an effort to maintain a diverse STEM population, we raise a new question: are the very practices used in these courses ostracizing diverse populations? In these courses, students are expected to engage with each other to solve complex biology problems; diversity in the classroom is important for group problem solving, discussion, and exploration of ideas. Although student-centered pedagogy is meant to serve as an inclusive tool, certain studies reveal student-reported anxiety in response to this approach. Understanding these student emotions can aid us in creating a more inclusive classroom.