Title: Characterizing graduate teaching assistants’ teaching practices in physics “mini-studios”
In this study, we characterized GTAs’ teaching practices in algebra-based introductory physics “mini-studios,” which combine student-centered recitation and inquiry-based labs. We documented both GTA and student actions using an observation protocol adapted from the Laboratory Observation Protocol for Undergraduate STEM (LOPUS). We observed 72 mini-studio sessions led by 11 GTAs over two semesters. We used an agglomerative hierarchical cluster analysis and identified three clusters that described the similarities and differences between individual sessions. Two clusters contained sessions characterized by more interactive GTAs but they varied in the amount of feedback, lecture and whole class questioning the GTA provided. In the third cluster, GTAs tended to wait for students to call on them before engaging. Student behaviors also varied between the clusters, suggesting correlations between student behaviors and GTA instructional styles, in contrast to previous findings with LOPUS in other contexts. We discuss implications of these findings for future research. more »« less
Doty, Constance M.; Wan, Tong; Geraets, Ashley A.; Nix, Christopher A.; Saitta, Erin K.; Chini, Jacquelyn J.
(, Physics Education Research Conference 2020)
null
(Ed.)
We investigated how changing the physical classroom impacted graduate teaching assistant (GTA) and student behaviors in tutorial sections of an introductory algebra-based physics sequence. Using a modified version of the Laboratory Observation Protocol for Undergraduate STEM (LOPUS), we conducted 35 observations over two semesters for seven GTAs who taught in different styles of classrooms (i.e., active learning classrooms and traditional classrooms). We found that both GTAs and students changed behaviors in response to a change from an active learning classroom to a traditional classroom. GTAs were found to be less interactive with student groups and to lecture at the whiteboard more frequently. Correspondingly, student behaviors changed as students asked fewer questions during one-on-one interactions. These findings suggest that the instructional capacity framework, which typically focuses on interactions between instructors, students and instructional materials, should also include interactions with the learning space. We suggest administrators and departments consider the impact of changing to a traditional classroom when implementing student-centered instruction and emphasize how to use classroom space in GTA professional development.
Wan, Tong; Doty, Constance M.; Geraets, Ashley A.; Saitta, Erin K. H.; Chini, Jacquelyn J.
(, International Journal of STEM Education)
Abstract BackgroundIn college science laboratory and discussion sections, student-centered active learning strategies have been implemented to improve student learning outcomes and experiences. Research has shown that active learning activities can increase student anxiety if students fear that they could be negatively evaluated by their peers. Error framing (i.e., to frame errors as natural and beneficial to learning) is proposed in the literature as a pedagogical tool to reduce student anxiety. However, little research empirically explores how an instructor can operationalize error framing and how error framing is perceived by undergraduate students. To bridge the gap in the literature, we conducted a two-stage study that involved science graduate teaching assistants (GTAs) and undergraduate students. In stage one, we introduced cold calling (i.e., calling on non-volunteering students) and error framing to 12 chemistry and 11 physics GTAs. Cold calling can increase student participation but may increase student anxiety. Error framing has the potential to mitigate student anxiety when paired with cold calling. GTAs were then tasked to rehearse cold calling paired with error framing in a mixed-reality classroom simulator. We identified GTA statements that aligned with the definition of error framing. In stage two, we selected a few example GTA error framing statements and interviewed 13 undergraduate students about their perception of those statements. ResultsIn the simulator, all the GTAs rehearsed cold calling multiple times while only a few GTAs made error framing statements. A thematic analysis of GTAs’ error framing statements identified ways of error indication (i.e., explicit and implicit) and framing (i.e., natural, beneficial, and positive acknowledgement). Undergraduate student interviews revealed specific framing and tone that are perceived as increasing or decreasing student comfort in participating in classroom discourse. Both undergraduate students and some GTAs expressed negative opinions toward responses that explicitly indicate student mistakes. Undergraduate students’ perspectives also suggest that error framing should be implemented differently depending on whether errors have already occurred. ConclusionError framing is challenging for science GTAs to implement. GTAs’ operationalizations of error framing in the simulator and undergraduate students’ perceptions contribute to defining and operationalizing error framing for instructional practice. To increase undergraduate student comfort in science classroom discourse, GTAs can use implicit error indication. In response to students’ incorrect answers, GTAs can positively frame students’ specific ideas rather than discussing broadly how errors are natural or beneficial.
The Classroom Observation Protocol for Undergraduate STEM (COPUS) provides descriptive feedback to instructors by capturing student and instructor behaviors occurring in the classroom. Due to the increasing prevalence of COPUS data collection, it is important to recognize how researchers determine whether groups of courses or instructors have unique classroom characteristics. One approach uses cluster analysis, highlighted by a recently developed tool, the COPUS Analyzer, that enables the characterization of COPUS data into one of seven clusters representing three groups of instructional styles (didactic, interactive, and student centered). Here, we examine a novel 250 course data set and present evidence that a predictive cluster analysis tool may not be appropriate for analyzing COPUS data. We perform a de novo cluster analysis and compare results with the COPUS Analyzer output and identify several contrasting outcomes regarding course characterizations. Additionally, we present two ensemble clustering algorithms: 1) k-means and 2) partitioning around medoids. Both ensemble algorithms categorize our classroom observation data into one of two clusters: traditional lecture or active learning. Finally, we discuss implications of these findings for education research studies that leverage COPUS data.
This research paper studies the challenges that mathematics faculty and graduate teaching assistants (GTAs) faced when moving active and collaborative calculus courses from in-person to virtual instruction. As part of a larger pedagogical change project (described below), the math department at a public Research-1 university began transitioning pre-calculus and calculus courses to an active and collaborative learning (ACL) format in Fall 2019. The change began with the introduction of collaborative worksheets in recitations which were led by GTAs and supported by undergraduate learning assistants (LAs). Students recitation periods collaboratively solving the worksheet problems on whiteboards. When COVID-19 forced the rapid transition to online teaching, these ACL efforts faced an array of challenges. Faculty and GTA reflections on the changes to teaching and learning provide insight into how instructional staff can be supported in implementing ACL across various modes of instruction. The calculus teaching change efforts discussed in this paper are part of an NSF-supported project that aims to make ACL the default method of instruction in highly enrolled gateway STEM courses across the institution. The theoretical framework for the project builds on existing work on grassroots change in higher education (Kezar and Lester, 2011) to study the effect of communities of practice on changing teaching culture. The project uses course-based communities of practice (Wenger, 1999) that include instructors, GTAs, and LAs working together to design and enact teaching change in the targeted courses alongside ongoing professional development for GTAs and LAs. Six faculty and five GTAs involved in the teaching change effort in mathematics were interviewed after the Spring 2020 semester ended. Interview questions focused on faculty and GTA experiences implementing active learning after the rapid transition to online teaching. A grounded coding scheme was used to identify common themes in the challenges faced by instructors and GTAs as they moved online and in the impacts of technology, LA support, and the department community of practice on the move to online teaching. Technology, including both access and capabilities, emerged as a common barrier to student engagement. A particular barrier was students’ reluctance to share video or participate orally in sessions that were being recorded, making group work more difficult than it had been in a physical classroom. In addition, most students lacked access to a tablet for freehand writing, presenting a significant hurdle for sharing mathematical notation when physical whiteboards were no longer an option. These challenges point to the importance of incorporating flexibility in active learning implementation and in the professional development that supports teaching changes toward active learning, since what is conceived for a collaborative physical classroom may be implemented in a much different environment. The full paper will present a detailed analysis of the data to better understand how faculty and GTA experiences in the transition to online delivery can inform planning and professional development as the larger institutional change effort moves forward both in mathematics and in other STEM fields.
ABSTRACT Graduate teaching assistants (GTAs) teach undergraduates directly, and many are future faculty, making it particularly important for them to be trained in using evidence-based instructional practices. We implemented and assessed a teaching professional development program for 19 biology GTAs aimed to help them develop their teaching perspectives and improve their teaching self-efficacy. The program consisted of a pre-semester bootcamp of pedagogical workshops, mentoring sessions throughout the semester, crafting a teaching philosophy statement, and reflective peer teaching observation. We surveyed and interviewed students throughout the program to assess their growth and identify elements of the program that supported their growth. We found that participants’ self-efficacy improved immediately following the pre-semester bootcamp, but these improvements did not persist throughout the semester. At the end of the semester, participants’ teaching self-efficacy did not differ from GTAs in the department who did not participate in our program. Throughout the semester, our participants shifted toward the social reform perspective of teaching, which views good teaching as encouraging students to critically evaluate information and give them power to take social action to improve their lives. At the end of the semester, our participants more strongly endorsed the social reform perspective of teaching than GTAs who did not participate in our program. Our results suggest that pre-semester workshops supported novice GTAs before their class, but more sustained interactions may be needed for these boosts to persist. Our results also suggest that encouraging GTAs to reflect on what makes good teaching can help them solidify a coherent teaching perspective.
Wan, Tong, Doty, Constance M., Geraets, Ashley A., Saitta, Erin K., and Chini, Jacquelyn J. Characterizing graduate teaching assistants’ teaching practices in physics “mini-studios”. Retrieved from https://par.nsf.gov/biblio/10134686. 2019 Physics Education Research Conference Proceedings . Web. doi:10.1119/perc.2019.pr.Wan.
Wan, Tong, Doty, Constance M., Geraets, Ashley A., Saitta, Erin K., & Chini, Jacquelyn J. Characterizing graduate teaching assistants’ teaching practices in physics “mini-studios”. 2019 Physics Education Research Conference Proceedings, (). Retrieved from https://par.nsf.gov/biblio/10134686. https://doi.org/10.1119/perc.2019.pr.Wan
Wan, Tong, Doty, Constance M., Geraets, Ashley A., Saitta, Erin K., and Chini, Jacquelyn J.
"Characterizing graduate teaching assistants’ teaching practices in physics “mini-studios”". 2019 Physics Education Research Conference Proceedings (). Country unknown/Code not available. https://doi.org/10.1119/perc.2019.pr.Wan.https://par.nsf.gov/biblio/10134686.
@article{osti_10134686,
place = {Country unknown/Code not available},
title = {Characterizing graduate teaching assistants’ teaching practices in physics “mini-studios”},
url = {https://par.nsf.gov/biblio/10134686},
DOI = {10.1119/perc.2019.pr.Wan},
abstractNote = {In this study, we characterized GTAs’ teaching practices in algebra-based introductory physics “mini-studios,” which combine student-centered recitation and inquiry-based labs. We documented both GTA and student actions using an observation protocol adapted from the Laboratory Observation Protocol for Undergraduate STEM (LOPUS). We observed 72 mini-studio sessions led by 11 GTAs over two semesters. We used an agglomerative hierarchical cluster analysis and identified three clusters that described the similarities and differences between individual sessions. Two clusters contained sessions characterized by more interactive GTAs but they varied in the amount of feedback, lecture and whole class questioning the GTA provided. In the third cluster, GTAs tended to wait for students to call on them before engaging. Student behaviors also varied between the clusters, suggesting correlations between student behaviors and GTA instructional styles, in contrast to previous findings with LOPUS in other contexts. We discuss implications of these findings for future research.},
journal = {2019 Physics Education Research Conference Proceedings},
author = {Wan, Tong and Doty, Constance M. and Geraets, Ashley A. and Saitta, Erin K. and Chini, Jacquelyn J.},
}
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