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Type II: Institution Level Interventions

Concurrent Session 7.4 - Innovation/Ideation Sessions

Rethinking the "Teaching Assistant" Paradigm: Using Trained Undergraduate "STEM Consultants" to Promote Active, Collaborative, and Inclusive Learning in Introductory Math and Science Courses

Saturday, November 9, 2024

8:00 AM – 8:30 AM East Coast USA Time

Location: Potomac II, Ballroom Level

Primary Presenter(s)

AR

Alison M. Roark (she/her/hers)

Professor of Biology, Program Director of FU-HHMI IE3 Program
Furman University
Greenville, South Carolina, United States

Co-Presenter(s)

LJ

Lauren E. Jarocha (she/her/hers)

Assistant Professor of Chemistry
Furman University
Greenville, South Carolina, United States
AT

Andrea Tartaro (she/her/hers)

Professor of Computer Science
Furman University
Greenville, South Carolina, United States
CH

Casey Hawthorne

Associate Professor of Mathematics
Furman University, United States

Program Abstract: Embedding teaching assistants in introductory courses is a common practice in science, technology, engineering, and mathematics (STEM). These assistants often focus primarily on content delivery and receive little to no training in inclusive pedagogy. We developed a program in which undergraduate students, including many who hold one or more minoritized identities, participate alongside their faculty mentors in a two-day workshop focused on active, collaborative, and inclusive learning and are then embedded as "STEM consultants" in introductory courses. Consultants attend class and/or laboratory and meet weekly with their faculty mentors to develop lesson plans for activities that they independently lead during supplemental instruction sessions. We conducted surveys of students enrolled in courses with and without these STEM consultants to assess student attitudes about STEM; we also conducted surveys of consultants and their faculty mentors. These surveys indicate that the STEM Consultants Program contributes to a positive introductory STEM experience.