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  1. ; ; ; ; ; (, American Association of Physics Teachers)
    Previous research on physics identity by Hazari et al. has shown that interest, recognition, and performance are three key factors in students’ development of a physics identity. Learning Assistants have potential to improve students’ experiences in STEM classrooms by increasing performance and recognition. In this poster, we will present preliminary results from the STEM Identity (STEM-PIO-4) and STEM Career Interest surveys for courses supported by Learning Assistants in order to evaluate the impact of Learning Assistants on STEM identity. 
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