ERIC Number: EJ1188033
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1087-3430
EISSN: N/A
Partnership for Persistence: Exploring the Influence of Undergraduate Teaching Assistants in a Gateway Course for STEM Majors
Philipp, Stephanie B.; Tretter, Thomas R.; Rich, Christine V.
Electronic Journal of Science Education, v20 n9 p26-42 2016
Nine science, technology, engineering, and mathematics (STEM) departments across our university developed a program to increase persistence of undergraduate STEM majors. Trained and supported undergraduate teaching assistants (UTAs) implemented active learning strategies such as guided questioning, formative assessments, and metacognitive awareness activities. UTAs also prepared to act as informal peer advisors to novice STEM majors. UTA-led students were three times more likely to persist into the second semester of general chemistry. Students in UTA sections rated their TAs as better at impacting academic success and building rapport than did students in traditional GTA-led recitations. Mutually reinforcing elements of the program (building UTA-student rapport, bolstering student STEM identity, and strengthening student perceived impact on academic success) that support student persistence in STEM are discussed.
Descriptors: Undergraduate Students, Teaching Assistants, STEM Education, Academic Persistence, Majors (Students), Active Learning, Learning Strategies, Chemistry, Academic Achievement, Self Concept, Teaching Methods, Metacognition, Program Descriptions, Formative Evaluation, Student Attitudes, Research Universities, College Faculty
Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Authoring Institution: N/A
Grant or Contract Numbers: 106830