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Abstract BackgroundThis study investigates undergraduate STEM students’ interpretation of quantities and quantitative relationships on graphical representations in biology (population growth) and chemistry (titration) contexts. Interviews (n = 15) were conducted to explore the interplay between students’ covariational reasoning skills and their use of disciplinary knowledge to form mental images during graphical interpretation. ResultsOur findings suggest that disciplinary knowledge plays an important role in students’ ability to interpret scientific graphs. Interviews revealed that using disciplinary knowledge to form mental images of represented quantities may enhance students’ covariational reasoning abilities, while lacking it may hinder more sophisticated covariational reasoning. Detailed descriptions of four students representing contrasting cases are analyzed, showing how mental imagery supports richer graphic sense-making. ConclusionsIn the cases examined here, students who have a deep understanding of the disciplinary concepts behind the graphs are better able to make accurate interpretations and predictions. These findings have implications for science education, as they suggest instructors should focus on helping students to develop a deep understanding of disciplinary knowledge in order to improve their ability to interpret scientific graphs. 

Despite being the largest resource available to most campuses, students are seldom involved as active participants in institutional change efforts. Previous work suggests that peers are the number one resource for students, providing support and information regarding academic courses, as well as advice, help, and emotional support. This supportive resource can be formalized through undergraduate peer-learning roles like Learning Assistants (LAs) and Peer-Led Team Learning (PLTL). These “Peer Coaches” partner with instructors to promote active engagement in service courses, typically undergoing some pedagogical training focused on facilitating student discussion. However, the partnership can be extended to include Peer Coaches as partners in curriculum development, program coordination, metacognitive mentoring, and feedback. In this way, rather than being treated as merely recipients of institutional change, students can partner actively with instructors to carry out, develop, and sustain institutional change. This article describes the various roles assumed by Peer Coaches as part of their involvement in an interdepartmental pedagogy course and how their efforts support broader institutional efforts to transform gateway STEM courses.