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Abstract Title: Learning Assistants Implementation: Student Attitudes Results
Abstract: In the fall of 2012, the West Virginia University Learning Assistants (LA) program was expanded to include the second semester calculus-based physics course. This poster reports changes in attitudes (measured with the Colorado Learning Attitudes about Science Survey) in data collected after the implementation compared to baseline data collected during the pre-LA semesters of 2011. We show the modified course has improved pre-post attitude changes in some categories, which extends to female and first-generation students. We explore the significance of and suggest reasons for these differences. (This project is supported by the National Science Foundation under Grant No. EPS-1003907.)
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Paul Miller
West Virginia University
PO Box 6315
135 Willey St
Morgantown, WV 26506-6315
and Co-Presenter(s)
Betsy Ratcliff
Jeffrey Carver
Aniketa Shinde
(all WVU)