Student Perspectives on Care-centered, Peer-led STEM Learning within a Redesigned Educational Infrastructure at a Primarily Undergraduate Institution

Research has highlighted the "chilly" environment in science, technology, engineering, and mathematics (STEM), attributed to an unsupportive culture that fails to foster students' sense of belonging. High enrollment and traditional lecture-style instruction often lead to passive, isolated learning, causing many students to leave STEM majors. These challenges emphasize the need for instructional approaches that promote a sense of belonging. This study examined a care-centered, peer-led STEM learning model grounded in social constructivist theory as part of a redesigned educational infrastructure at a primarily undergraduate institution (PUI). Guided by the question, “What lessons can be learned from students’ perspectives on a care-centered, peer-led intervention in introductory STEM courses at a PUI?”, a mixed-method research design was used to analyze 836 undergraduates’ perspectives over three semesters. Surveys conducted in Spring 2022, Fall 2022, and Spring 2023 provided both quantitative and qualitative insights into students’ experiences with Undergraduate Peer Leaders (USPLs). More than 80% of respondents reported satisfaction with the redesigned component, and over 90% agreed that USPLs showed skillful care through accessible explanations, pedagogical support, and respectful, attentive interactions. Thematic analysis of open-ended survey responses revealed two key themes: 1) undergraduate STEM peer leaders (USPLs) clarified STEM concepts, and 2) USPLs demonstrated consistent attentiveness and support. These findings underscore the importance of integrating care-centered peer leadership into introductory STEM educational structures to foster belonging, engagement, and persistence. Recommendations are provided for administrators, faculty, and staff aiming to transform “chilly” climates in STEM departments through sustainable, care-focused redesign efforts.