2017 Conference Archive (Archived)
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)
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
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
3-3-2017 5:00 PM
End Date
3-3-2017 6:30 PM
Recommended Citation
Teare Ketter, Catherine A. 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) (Archived). 60.
https://digitalcommons.georgiasouthern.edu/stem/2017/2017/60
Archived Content
This record and associated content is retained solely for reference, research, or recordkeeping as part of an archived collection. This content is not actively developed, disseminated, or promoted as part of any ongoing University program, service, or activity. Learn more about archived collections (opens in new tab).
To request an accessible version of any item in this archived collection, complete this form (opens in new tab) or email [email protected].
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.
