Dr. Timothy Burg Cole Causey Director Office of STEM Education Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Dr. Timothy Burg Director Office of STEM Education Cole Causey Learning Specialist USG STEM Summit 2017 May 18th, 2017 Middle Georgia State University

Goal 2 being addressed through Peer Learning Assistant (PLA) program Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Introduction to USG STEM Initiative Goals Increase the number of K-12 students interested in STEM Improve performance and retention in undergraduate STEM core courses and majors Increase the number of qualified K-12 STEM teachers Phase III – Education Improvement Plan Three-year project that addresses the three goals Education Improvement Plan Three Year Plan Addressing the Following Goals Goals 1 and 3 are being addressed by the CCSD-UGA College of Education Mentored Professional Learning program. Goal 2 being addressed through Peer Learning Assistant (PLA) program

improving access to faculty. Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Improve retention by … improving access to faculty.

making classroom friendlier and less intimidating. Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Improve retention by … making classroom friendlier and less intimidating.

maximizing use of class time. Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Improve retention by … maximizing use of class time.

improving attitude and vision of college career path. Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Improve retention by … improving attitude and vision of college career path.

Improve retention by … increasing learning. Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Improve retention by … increasing learning. http://www.really-learn-english.com/building-vocabulary.html

Proposed Peer Learning Assistants (PLAs) in Core Classes Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Proposed Peer Learning Assistants (PLAs) in Core Classes Source: Colorado University; Learning Assistant Alliance Reteived from: https://sites.google.com/a/colorado.edu/la-resources/research/products/data-slides

Pillars of the LA Model: Practice, Pedagogy, Content Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Pillars of the LA Model: Practice, Pedagogy, Content Source: Colorado University; Learning Assistant Alliance Reteived from: https://sites.google.com/a/colorado.edu/la-resources/research/products/data-slides

COMPUTER SCIENCE 1301 – Started Fall 2016 ENGINEERING 2120 – Fall 2016 Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Peer Learning Assistants in UGA STEM Courses BIOLOGY 1107 – Started Fall 2016 CHEMISTRY 1312H; 1412 – Ongoing COMPUTER SCIENCE 1301 – Started Fall 2016 ENGINEERING 2120 – Fall 2016 MATH 2250 – Started Spring 2017 PHYSICS 1112; 1211 – Started Spring 2017

Challenge: Physical Classroom Design Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Challenge: Physical Classroom Design Access to students, consistency of room assignment 625 classrooms at UGA

Challenge: Instructional Redesign: Lecture  Active Learning Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Challenge: Instructional Redesign: Lecture  Active Learning

“The PLAs did not know as much as the TA did.” Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Challenge: Training the Learners “The PLAs did not know as much as the TA did.” Students need to understand the model and the role and expectations for the PLA.

“How do we identify a good potential PLA? A+ Student? B- Student?” Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Challenge: Managing and Recruiting the PLAs “How do we identify a good potential PLA? A+ Student? B- Student?”

Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program “It is essential that the PLAs don't converse in an condescending manner when teaching the students.” Challenge: Training PLAs Week Topic 1 Orientation to the science classroom and the LA experience 2 Preconceptions and their influence on science learners 3 Understanding cognition of science learners 4 Exploring and enhancing student motivation 5 Factors affecting classroom climate 6 Challenging classroom scenarios 7 Spring break : Mid-term course evaluation 8 How do students develop mastery 9 Promoting self-directed learning in students 10 How does feedback improve learning 11 The various skills and roles of a science teacher 12 Discussion of emerging teacher identity Reminder: Capstone essay and presentations 13 Capstone essays due & 5 minute presentations 14 5 minute presentations (contd.) & Program evaluation Pedagogy Course (3000-level) Discipline Specific Non Disciplinary “It was to my understanding that they were supposed to know this material forwards and backwards.”

Challenge: Compensating PLAs Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Challenge: Compensating PLAs Compensation Model Stipend / Hourly 3000-level “Practicum” Credit

Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Challenge: Faculty-level participation doesn’t support sustainability (need Department, College, University support)

Challenge: Measure Impact on Students, PLAs, and Faculty Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Challenge: Measure Impact on Students, PLAs, and Faculty

Data – Benefits of Learning Assistants Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Data – Benefits of Learning Assistants Source: Colorado University; Learning Assistant Alliance; Pollock, S. (2009). PhysRev: ST Phys Ed. Rsrch 5, 020110, 1-8 Reteived from: https://sites.google.com/a/colorado.edu/la-resources/research/products/data-slides

Data – Benefits of Learning Assistants Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Data – Benefits of Learning Assistants Source: Colorado University; Learning Assistant Alliance Reteived from: https://sites.google.com/a/colorado.edu/la-resources/research/products/data-slides

Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Early Results at UGA   DFW% No PLAs Fall 2012-2015 With PLAs Fall 2016 BIOL1107 20.3% ± 5.4% 21.6% Fall 2012-2016 With PLAs Fall 2016 CSCI 1301 23.1% ± 4% 22.2%

Benefits to Students, PLAs themselves, and Faculty Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Benefits to Students, PLAs themselves, and Faculty Students in PLA-Supported Courses Additional instructional support in their classrooms Less-intimidating outlet to ask questions, no need to worry about asking a ‘dumb’ question General and academic advisement from peer undergraduates

Benefits to Students, PLAs themselves, and Faculty Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Benefits to Students, PLAs themselves, and Faculty Students in PLA-Supported Courses Student responses to survey item: “I felt comfortable asking the PLAs questions.” N = 307

Benefits to Students, PLAs themselves, and Faculty Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Benefits to Students, PLAs themselves, and Faculty Students in PLA-Supported Courses Student responses to survey item: “I felt comfortable asking the Professor questions” N = 307

Benefits to Students, PLAs themselves, and Faculty Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Benefits to Students, PLAs themselves, and Faculty Students in PLA-Supported Courses Student responses to survey item: “PLAs helped me learn in this course” N = 305

Benefits to Students, PLAs themselves, and Faculty Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Benefits to Students, PLAs themselves, and Faculty Faculty implementing PLAs in their course(s) Extra layer of support for instruction, additional link to students PLAs’ perspectives can help diagnose obstacles to learning and help avoid expert blind spot

Faculty Learning Community Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Faculty Learning Community Monthly meetings with participating faculty and other colleagues, approaching 30 members regularly attending Sharing lessons learned and strategies for success Potential to expand PLA model across the University

Benefits to Students, PLAs themselves, and Faculty Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Benefits to Students, PLAs themselves, and Faculty PLAs themselves Enhanced content knowledge Valuable communication and interpersonal skills Leadership experience

Benefits to Students, PLAs themselves, and Faculty Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Benefits to Students, PLAs themselves, and Faculty PLAs themselves PLA responses to survey item: “After serving as a PLA, I feel more confident in my communication skills.” N = 30

Effective Approachable ENGAGED Knowledgeable Prepared Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Measuring Impact – Construction of Surveys to Gauge Perceived Value Effective Helpful Approachable ENGAGED Knowledgeable Prepared

Instructor, Bioscience Athens Technical College Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Partnership with Technical Colleges “The performance of the UGA Peer Learning Assistants has been excellent. They have been dedicated, enthusiastic about what they are doing, and have provided tremendous service to students. I am really impressed with the commitment they have displayed. I might add that in the process of assisting students, the UGA PLAs have deepened and expanded their understanding of science; after all the best way to learn something is to teach it!” Michael Mouat, PhD Instructor, Bioscience Athens Technical College

Learning Assistant Alliance Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Learning Assistant Alliance https://www.learningassistantalliance.org/

Instructional Redesign Advertising / Recruiting Hiring / Selection Growing Pains and Hidden Benefits: Lessons Learned During Early Scaling of a STEM Peer Learning Assistant Program Summary Lessons Learned: Instructional Redesign Advertising / Recruiting Hiring / Selection Management Content, Pedagogy, Practice Learning Communities Data Collection – Results Nationwide LA Alliance Benefits: Students have additional instructional support and less intimidating environment Faculty have extra classroom support and PLA perspectives to avoid expert blind spot PLAs reinforce their content knowledge, learn valuable communication and interpersonal skills