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Abstract Title: Students’ Sense of Belonging in Introductory Science Labs: Does GTA Training Matter?
Abstract: Over the past year, the Physics and Astronomy Department at San Francisco State University has implemented a pedagogical training course for incoming graduate teaching assistants (GTAs). While it has been widely accepted that students' sense of belonging in the classroom can be influenced by many factors, our focus is on those that may be created or impacted by the GTA. These factors may include students' interpersonal relationships in lab, perceived competence, or their science identity. We have collected both interview and survey data from new and returning GTAs, as well as a number of attitudinal surveys from students taking introductory physics and astronomy labs. Our goal is to identify potential key factors that may affect students' sense of belonging and ultimately provide insight for future lab instructors to help create an inclusive and accessible laboratory environment.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A78
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Caitlin Kepple
San Francisco State University
1600 Holloway Ave
San Francisco, CA 94132
Phone: 5418103393
and Co-Presenter(s)
Kim Coble, San Francisco State University