PERC 2016 Abstract Detail Page
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| Abstract Title: | Active Learning and Learning Assistant Support Predictors of Student Success |
|---|---|
| Abstract: | We are currently engaged in a project designed to investigate how active learning methods and undergraduate Learning Assistant (LA) support contribute to the learning gains, achievement, retention, and persistence of students enrolled in introductory and upper-division biology, chemistry, and physics courses. As part of this work, we aim to build quantitative models which will help to parse the relative contribution of different activities and other predictors on student outcomes. Independent predictor variables will exist at both the class level (e.g. nature and amount of active learning employed in the class, nature of LA support, and size of class) and student level (e.g. gender, ethnicity, major, and perceived value of active learning). We will present some preliminary models based on initial data collection and the results will be interpreted and backed with qualitative descriptions of the different observed active learning methods. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Leanne Doughty School of Education and Human Development, University of Colorado Denver |
| Co-Author(s) and Co-Presenter(s) |
Paul Le, Department of Integrative Biology, University of Colorado Denver Amreen Nasim, School of Education and Human Development, University of Colorado Denver Laurel Hartley, Department of Integrative Biology, University of Colorado Denver Robert M. Talbot, School of Education and Human Development, University of Colorado Denver |
