TABLE 3.
Most frequently cited themes in students’ self-reported learninga
| Self-reported concepts | Number | Percentage |
|---|---|---|
| Making use of feedback | 78 | 12 |
| Importance of preparation | 52 | 8 |
| Importance of connecting with audience | 34 | 5 |
| Self-advocacy and mentoring-up | 29 | 4 |
| Stereotype threat | 28 | 4 |
| Impostor syndrome | 28 | 4 |
| Identity as an asset | 26 | 4 |
| Communication styles | 26 | 4 |
| Making effective slides | 25 | 4 |
| Illustrated talk | 25 | 4 |
| Dealing with anxiety | 22 | 3 |
| Abstracts | 21 | 3 |
| Preparing for graduate school | 21 | 3 |
| Transitions (in a presentation) | 20 | 3 |
| Storytelling | 20 | 3 |
| Prioritizing content | 20 | 3 |
| Introductions | 20 | 3 |
| Influence of bias in science | 20 | 3 |
| Presenting data | 19 | 3 |
| Communicating the “so what” | 17 | 3 |
| Importance of communication | 17 | 3 |
| Flow/organization of talk | 16 | 2 |
| Communicating with mentor | 16 | 2 |
| Visuals | 15 | 2 |
| Avoiding jargon | 14 | 2 |
| Persuasion and engagement | 13 | 2 |
| System 1 and System 2 | 13 | 2 |
| Larger social forces | 12 | 2 |
| Understanding different perspectives | 11 | 2 |
| Presentations/slides | 10 | 2 |
aEach week, students were asked to report three things that they learned. We analyzed the 655 responses, or take-aways, contributed over the three semesters, grouping them according to themes. The 30 most frequently cited themes are shown.