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Abstract Title: Learning assistants in University Physics: Initial replication results and effect on underrepresented populations
Abstract: During the 2011-2012 academic year, West Virginia University began a learning assistants (LA) program in its introductory calculus-based physics course targeted at increasing course effectiveness and recruiting future STEM teachers. The LA program was modeled after the Colorado Learning Assistant model. This poster describes the setting and initial results from the implementation including changes in learning gains (measured with the FMCE) and attitudes (measured with the CLASS). These data are combined with demographic data about the individual students and compared to baseline data collected during the spring semester of 2011. Particular attention is paid to whether the changes in the modified course have affected under-represented populations in physics any differently from the overall effect in the course.
Footnote: This project is supported by the National Science Foundation under Grant No. EPS-1003907.
Abstract Type: Symposium Poster
Targeted Session: LA Model Variation and Emulation: Toward a National Research Agenda?

Author/Organizer Information

Primary Contact: Paul M. Miller
West Virginia University
135 Willey Street
PO Box 6315
Morgantown, WV 26506-6315
Phone: 304-293-4939
Fax: 304-293-5732
and Co-Presenter(s)
Jeffrey S. Carver, Aniketa Shinde, Betsy Ratcliff, Ashleyn N. Murphy
West Virginia University