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Broadening Participation – Recruiting and Retaining Outstanding Scientists in the Botanical Sciences. Organized by Anna K. Monfils and Ann K. Sakai BSA Human Diversity Committee. Sponsors. iDigBio Ecology Section of Botanical Society of America
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Organized by Anna K. Monfils and Ann K. Sakai
BSA Human Diversity Committee
David Geffen School of Medicine UCLA
“Poor teaching, lab or recitation support by TAs”
How do undergraduates describe the influence of TAs on their plans for a major?
• Switchers and Stayers differ in how they describe their TAs’ teaching behaviors.
* Survey respondents were asked to rate their agreement with the above statements on a 5-point scale of Strongly Disagree to Strongly Agree.
* Survey respondents asked to rate the above factors on a 3-point scale from Decreased Interest in a Science Major to Increased Interest in a Science Major.
• 2,669 responded to survey (73%)
Of the first- and second-year students who entered these courses:
We performed a multiple linear regression, with TAs as the unit of analysis (% of TA’s students who self-identified as Stayers or Switchers).
“The GSI’s ability to make the lab atmosphere fun … definitely made doing the labs a lot easier. Furthermore, his cool attitude made it a lot easier to listen to what needed to be done, making the learning process more effective.… [I]t increased my interest in doing a science major.” (Asian-American male sophomore, grade=A)
“My GSI yelled at people, yet wouldn’t help them fix what was wrong. She wasn’t very patient either.” (female first-year student, race unknown, grade=A)
“[My GSI] always was fair in grading and calm in mood.” (Hispanic female first-year student, grade=B)
[The GSI should] explain the grading system more clearly. Science classes at the University of Michigan are frustrating enough without knowing how your grades are figured. (white male sophomore, grade=A-)
My [GSI] increased my interest in pursuing a science major because she was continually talking about how she chose her career path and always trying to get us involved in research opportunities. (white female sophomore, grade=A)
Perhaps if [my GSI] had explained her research or involvement here at Michigan I could have seen what was in store for [my] future, but she didn’t explain that to us. (Hispanic male sophomore, grade=A-)
Train TAs to: