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Abstract Title: Investigating the Effect of Discipline in Mixed-reality STEM GTA Training
Abstract Type: Contributed Poster Presentation
Abstract: To prepare GTAs who teach student-centered laboratories and recitations, we implemented a training program focused on rehearsal and discussion of pedagogical skills. In each session, groups of two or three GTAs took turns teaching a lesson to five avatar-students in a mixed-reality classroom simulator, observed others' rehearsals, and participated in group feedback discussions. Here, we explore having GTAs from multiple disciplines (chemistry and physics) rehearse together. First, we compare the GTAs' use of "Stretch-It" (a questioning technique) in disciplinarily-homogenous (chemistry/physics GTAs only) groups to disciplinarily-mixed (chemistry and physics GTAs) groups. Then, we compare the feedback discussions for one homogeneous and one mixed group. Overall, we find the 23 chemistry and physics GTAs practiced similar amounts of "Stretch-It" regardless of group type. From the discussions, we find benefits and drawbacks for training GTAs from different disciplines together and evidence that the facilitator's role is key for creating productive multi-disciplinary training sessions.
Session Time: Poster Session 2
Poster Number: II-56

Author/Organizer Information

Primary Contact: Daniel P. Sharkey
University of Central Florida Department of Physics
Orlando, FL 32826
Phone: 3526722558
and Co-Presenter(s)
Constance M. Doty (She/Her/Hers), University of Central Florida Department of Physics
Jacquelyn J. Chini (She/Her/Hers), University of Central Florida Department of Physics
Erin K. H. Saitta (She/Her/Hers), University of Central Florida Department of Chemistry