Supporting Graduate Student Instructors in Calculus

Authors

Daniel L. Reinholz, University of Colorado, BoulderFollow
Murray Cox, University of Colorado, BoulderFollow
Ryan Croke, University of Colorado, BoulderFollow

Abstract

This paper focuses on the use of the teaching method Peer-Assisted Reflection (PAR) to help graduate student instructors (GSIs) develop as teachers. PAR engages students in analyzing the work of their peers and providing feedback to promote their abilities of communication, collaboration, and persistence. The goals of the PAR activity were taken as goals for instruction generally, and used to support the GSIs to develop student-centered pedagogies. This report provides in depth case studies of two of four GSIs involved in implementing PAR in their introductory calculus recitation sections. Two of the GSIs showed considerable changes in practices and beliefs, while the others showed little growth.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Reinholz, Daniel L.; Cox, Murray; and Croke, Ryan (2015) "Supporting Graduate Student Instructors in Calculus," International Journal for the Scholarship of Teaching and Learning: Vol. 9: No. 2, Article 11.
Available at: https://doi.org/10.20429/ijsotl.2015.090211