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The Learning Assistant model and DFW rates in introductory physics courses
written by Jessica L. Alzen, Laurie Langdon, and Valerie K. Otero
Large introductory science, technology, engineering, and mathematics (STEM) courses historically have high failure rates, and failing such courses often leads students to change majors or even drop out of college. Institutional change models such as the Learning Assistant (LA) model can influence this trend by changing institutional norms. In collaboration with faculty who teach large-enrollment introductory courses, undergraduate learning assistants (LAs) use research-based instructional strategies designed to encourage active student engagement and elicit student thinking. In this study, we use logistic regression to investigate the relationship between exposure to LA support in these large introductory courses generally and failure rates in Physics I and II specifically at University of Colorado Boulder. We find that exposure to LA support is associated with lower failure rates in introductory physics courses and that the magnitude of the relationship is larger for female and first-generation college students.
Physics Education Research Conference 2017
Part of the PER Conference series
Cincinnati, OH: July 26-27, 2017
Pages 36-39
Subjects Levels Resource Types
Education - Applied Research
- Teacher Preparation
= Early Teaching Experiences
= Research
Education - Basic Research
- Assessment
- Lower Undergraduate
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2017.pr.004
Keywords:
PERC 2017, course failure, learnings assistant model, retention
Record Creator:
Metadata instance created February 26, 2018 by Lyle Barbato
Record Updated:
February 28, 2018 by Lyle Barbato
Last Update
when Cataloged:
March 1, 2018
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Record Link
AIP Format
J. Alzen, L. Langdon, and V. Otero, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14564&DocID=4741).
AJP/PRST-PER
J. Alzen, L. Langdon, and V. Otero, The Learning Assistant model and DFW rates in introductory physics courses, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14564&DocID=4741>.
APA Format
Alzen, J., Langdon, L., & Otero, V. (2017, July 26-27). The Learning Assistant model and DFW rates in introductory physics courses. Paper presented at Physics Education Research Conference 2017, Cincinnati, OH. Retrieved April 8, 2020, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14564&DocID=4741
Chicago Format
Alzen, J, L. Langdon, and V. Otero. "The Learning Assistant model and DFW rates in introductory physics courses." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14564&DocID=4741 (accessed 8 April 2020).
MLA Format
Alzen, Jessica L., Laurie Langdon, and Valerie Otero. "The Learning Assistant model and DFW rates in introductory physics courses." Physics Education Research Conference 2017. Cincinnati, OH: 2017. 36-39 of PER Conference. 8 Apr. 2020 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14564&DocID=4741>.
BibTeX Export Format
@inproceedings{ Author = "Jessica L. Alzen and Laurie Langdon and Valerie Otero", Title = {The Learning Assistant model and DFW rates in introductory physics courses}, BookTitle = {Physics Education Research Conference 2017}, Pages = {36-39}, Address = {Cincinnati, OH}, Series = {PER Conference}, Month = {July 26-27}, Year = {2017} }
Refer Export Format

%A Jessica L. Alzen
%A Laurie Langdon
%A Valerie Otero
%T The Learning Assistant model and DFW rates in introductory physics courses
%S PER Conference
%D July 26-27 2017
%P 36-39
%C Cincinnati, OH
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14564&DocID=4741
%O Physics Education Research Conference 2017
%O July 26-27
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Alzen, Jessica L.
%A Langdon, Laurie
%A Otero, Valerie
%D July 26-27 2017
%T The Learning Assistant model and DFW rates in introductory physics courses
%B Physics Education Research Conference 2017
%C Cincinnati, OH
%P 36-39
%S PER Conference
%8 July 26-27
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14564&DocID=4741


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