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Abstract Title: A graduate teaching assistant’s approach to building a supportive learning community for introductory physics students.
Abstract: At Michigan State University, we have created a facilitated a workshop with the intention of promoting the success and persistence rates of underrepresented minority students enrolled in Physics 183 (PHY-183) - Introductory Mechanics, a STEM gateway course. The goals of this initiative are to give students a space to build supportive peer networks and have opportunities to engage in scientific practices that support their success in physics courses. To facilitate the development of this supportive network, students were invited to attend 1-2 sessions a week which included a shared meal during which semi-planned discussion topics about equity and inclusion were introduced. In this poster, we outline the approach of one graduate teaching assistant (TA) facilitating this workshop, an analysis of the TA's approach, and our takeaways from studying this approach to building a supportive learning community.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.E4

Author/Organizer Information

Primary Contact: Matthew E Hertel
PERL @ Michigan State University
East Lansing, MI 48823
Phone: 2317409785
and Co-Presenter(s)
Daryl R. McPadden, Research Mentor
Paul W. Irving, Research Mentor