|
|
|
- The peer Teaching Assistant (pTA) program was implemented to provide
the bases for small group work (3-5 students) at The University of
Texas where conventional entry-level chemistry courses are usually
taught in lecture sections of 350-500 students. The first phase involved
creating a
 structure,
using pTA's, whereby the students in a conventional lecture section
could be divided into groups of ~25 students, which were the focus
for the formation of the small groups doing collaborative activities
designed to improve student comprehension of general chemistry concepts.
In other words, the initial activities of this
project were, fundamentally organizational; but in a parallel,
we began to investigate and assess techniques designed to take freshman
science-oriented students who have been successful in a conventional
general chemistry course (B or better students) and train them to
become pTA's. The program is designed to improve student comprehension
of general chemistry concepts through small group interactions (3-5
students).
-
- Peer Teaching Assistants are, generally, undergraduate students
interested in teaching high school chemistry (or another science).
The pTA program provides a forum in which students taking a course
can interact with their peers and student leaders (pTA's) sharing
common concerns and problems. We are interested in establishing the
basis of the benefits of this program to the students taking the courses
as well as to the pTA's.
-
- The evolving pTA program provides ample opportunity for scholarly
work for graduate students who are interested in advanced degrees
in chemical education.
|