Collaborative teaching in an introductory marine sciences course for non-science majors: Are two graduate laboratory assistants better than one?
Session Format
Poster Session (90 and 30 minutes)
Location
Lobby
Abstract for the conference program
Collaborative teaching provides benefits to students such as multiple perspectives, increased classroom contact with instructors, and increased availability of instructors outside of class meeting times. These benefits are teaching non-science majors in introductory level STEM courses. Our objectives were to (1) compare performance of students in marine science laboratory sections taught collaboratively with those taught by one teaching assistant, (2) compare lecture performance of students in collaboratively taught laboratory sections with those taught by one teaching assistant and (3) compare student attitudes exemplified in weekly reflections between collaboratively taught laboratory sections with those taught by one teaching assistant. Student grades were compared between collaboratively taught laboratory sections with those taught by one teaching assistant. We will provide participants with data that undergraduate instructors, particularly those teaching STEM courses for non-science majors, can use to inform decisions about implementing team taught labs when trying to improve student performance.
Proposal Track
Research Project
Start Date
3-4-2017 1:00 PM
End Date
3-4-2017 2:00 PM
Recommended Citation
Teare Ketter,, Catherine A. Dr. and Deemy, James B., "Collaborative teaching in an introductory marine sciences course for non-science majors: Are two graduate laboratory assistants better than one?" (2017). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 38.
https://digitalcommons.georgiasouthern.edu/stem/2017/2017/38
Collaborative teaching in an introductory marine sciences course for non-science majors: Are two graduate laboratory assistants better than one?
Lobby
Collaborative teaching provides benefits to students such as multiple perspectives, increased classroom contact with instructors, and increased availability of instructors outside of class meeting times. These benefits are teaching non-science majors in introductory level STEM courses. Our objectives were to (1) compare performance of students in marine science laboratory sections taught collaboratively with those taught by one teaching assistant, (2) compare lecture performance of students in collaboratively taught laboratory sections with those taught by one teaching assistant and (3) compare student attitudes exemplified in weekly reflections between collaboratively taught laboratory sections with those taught by one teaching assistant. Student grades were compared between collaboratively taught laboratory sections with those taught by one teaching assistant. We will provide participants with data that undergraduate instructors, particularly those teaching STEM courses for non-science majors, can use to inform decisions about implementing team taught labs when trying to improve student performance.
