P892: Graduate student instructors’ experiences and assumptions related to their participation in an active learning professional development module

Author: Rachel A. Barnard, University of Michigan, USA

Co-Author: Leah A. Bricker, University of Michigan, USA

Date: 8/6/14

Time: 3:40 PM4:00 PM

Room: HON 148

Related Symposium: S64

Capitalizing on the teaching experiences of graduate student instructors (GSIs), I designed an active learning professional development (ALPD) module for GSIs for a general chemistry lecture course. The summer component incorporated active learning techniques and methods in the context of authentic activities related to GSI responsibilities. The weekly meetings involved ongoing conversations about the GSIs’ teaching experience (e.g., common student issues and misconceptions, the designs of their teaching materials). I am conducting a study to investigate the ALPD module from the perspective of the GSIs. What do the GSIs think benefited them the most and the least? What assumptions about teaching and learning influence those perceptions? What do the GSIs consider to be active learning? How did they incorporate their images of active learning into their sections? During this session, I will present the details of the ALPD module, the study of the first iteration of the module, and the findings and implications from the study.