<HashMap><database>biostudies-literature</database><scores/><additional><omics_type>Unknown</omics_type><volume>23(4)</volume><submitter>Rivera AT</submitter><pubmed_abstract>Scientist Spotlights are homework assignments that highlight the personal and scientific stories of counterstereotypical scientists. Previous research has focused on whether these assignments promote possible selves in STEM (science, technology, engineering, mathematics). We sought to understand the value students themselves placed on the assignment using expectancy-value theory complemented by further analysis of the assignment's self-reported impacts on students. Therefore, at the end of an introductory biology course with several Scientist Spotlights, we asked students to reflect on how the course would influence them for years to come. We found that although the assignments had low instrumental value, 49% of students mentioned Scientist Spotlights or a highlighted scientist. Thematic a</pubmed_abstract><journal>CBE life sciences education</journal><pagination>ar47</pagination><full_dataset_link>https://www.ebi.ac.uk/biostudies/studies/S-EPMC11659873</full_dataset_link><repository>biostudies-literature</repository><pubmed_title>Low-stakes Scientist Spotlight Assignment Demonstrates High Value and Multiple Effects for Introductory Biology Students.</pubmed_title><pmcid>PMC11659873</pmcid><pubmed_authors>Kim J</pubmed_authors><pubmed_authors>Owens MT</pubmed_authors><pubmed_authors>Rivera AT</pubmed_authors><pubmed_authors>Chong S</pubmed_authors></additional><is_claimable>false</is_claimable><name>Low-stakes Scientist Spotlight Assignment Demonstrates High Value and Multiple Effects for Introductory Biology Students.</name><description>Scientist Spotlights are homework assignments that highlight the personal and scientific stories of counterstereotypical scientists. Previous research has focused on whether these assignments promote possible selves in STEM (science, technology, engineering, mathematics). We sought to understand the value students themselves placed on the assignment using expectancy-value theory complemented by further analysis of the assignment's self-reported impacts on students. Therefore, at the end of an introductory biology course with several Scientist Spotlights, we asked students to reflect on how the course would influence them for years to come. We found that although the assignments had low instrumental value, 49% of students mentioned Scientist Spotlights or a highlighted scientist. Thematic a</description><dates><release>2024-01-01T00:00:00Z</release><publication>2024 Dec</publication><modification>2025-04-27T00:24:48.62Z</modification><creation>2025-04-06T17:55:05.54Z</creation></dates><accession>S-EPMC11659873</accession><cross_references><pubmed>39374164</pubmed><doi>10.1187/cbe.24-02-0079</doi></cross_references></HashMap>