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We identified opportunity gaps related to prior chemistry preparation for students in introductory biology which were tied to equity gaps in exam scores. We developed, implemented and assessed an intervention to support learning of chemistry-in-biology concepts, and found that mastery and module use mitigated some but not all equity gaps. 

Student experiences learning chemistry have been well studied in chemistry courses but less so in biology courses. Chemistry concepts are foundational to introductory biology courses, and student experiences learning chemistry concepts may impact their overall course experiences and subsequent student outcomes. In this study, we asked undergraduate students enrolled in introductory biology courses at a public R1 institution an open-response question asking how their experiences learning chemistry topics affected their identities as biologists. We used thematic analysis to identify common ideas in their responses. We found that while almost half of student respondents cited learning chemistry as having positive impacts on their experiences learning biology, students who struggled with chemistry topics were significantly more likely to have negative experiences learning biology. We also found significant relationships between prior chemistry preparation, student background, and the likelihood of students struggling with chemistry and negative experiences learning biology. These findings emphasize the impact of learning specific content on student psychosocial metrics and suggest areas for biology educators to focus on to support learning and alleviate student stress in introductory biology. 

Studying computer science is a journey: people start at different times, travel at different paces, and pause along the way. In this experience report, we describe a peer-led, year-long program designed to welcome students to Computer Science and Engineering as a discipline, department, and academic program. We detail the logistical, curricular, and personnel structures of this program, highlighting design choices we made to (a) open multiple ways to join the program all year, (b) de-emphasize "getting ahead", (c) prioritize reflection, and (d) connect students to existing resources. Throughout, we emphasize the critical role of peer mentors in leading and shaping this space. We share our own lessons learned, as well as reflections from students and mentors on the value of this learning community outside of formal classroom structures.