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Abstract Title: Impact of the Learning Assistant model on DFW rates in Introductory Physics Courses
Abstract: The Colorado Learning Assistant (LA) model transforms large-enrollment undergraduate courses using talented undergraduate STEM majors to facilitate small-group interaction among enrolled students. The Colorado LA model has proven to be effective in increasing learning gains in LA-supported transformed courses and LAs themselves have been shown to outperform their peers in upper division courses. The LA model has also proven to be successful in recruiting talented physics majors to teaching careers and positively impacting their K-12 instruction. In this study we evaluate the impact of the LA model on the percentage of students who receive a final grade of D, final grade of F, or withdraw (DFW) from introductory physics courses at the University of Colorado-Boulder. Results will be reported and discussed.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: George Ortiz
School of Education, University of Colorado at Boulder
University of Colorado at Boulder, 249 UCB
Boulder, CO 80309-0249
Phone: 720-626-9323
Co-Author(s)
and Co-Presenter(s)
Valerie Otero, Associate Professor of Science Education, School of Education, University of Colorado at Boulder