Comparison of student performance in classrooms utilizing traditional lecturing versus active learning techniques in STEM courses has revealed that active learning strategies reduce the number of failing students and increase average examination scores. Moreover, there is an increasing amount of evidence suggesting that active learning is especially beneficial for students who are underrepresented in their field of study. The NSF-funded project “Implementing Active Learning Strategies in Two-year Hispanic-serving Institutions (2Y-HSIs)” aims to promote the retention of diverse students in STEM in San Diego and Imperial Counties. A defining component of this program involves the pairing of a graduate student from the University of California, San Diego with faculty from local 2Y-HSIs to achieve the program aims. STEM graduate programs rarely offer sufficient professional development opportunities for graduate students pursuing careers as faculty members at community colleges or primarily undergraduate institutions. By creating the opportunity for graduate students to collaborate with and receive mentorship from current 2Y-HSI faculty, this program provides a nexus between the graduate TA experience and other teaching and learning environs in higher education. This presentation will provide a graduate student perspective of this unique pilot program, from the program goals, to the shared professional development activities, the course re-design efforts, and the impacts of this work.

Collaborative professional development program for science faculty and graduate students in support of education reform at two-year, Hispanic-serving institutions: Graduate student's perspective

2019 Fall National Meeting

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