Document Type

Article

Publication Date

Summer 2021

Journal Title

Transformative Dialogues: Teaching and Learning Journal

Volume

14

Issue

2

First Page

75

Last Page

92

Abstract

Increasing the participation and achievement of students in Science, Technology, Engineering, and Mathematics (STEM) from early grades to college coursework continues to be at the forefront of educational transformations and research. Faculty members at Institutions of Higher Education (IHE) plan, implement, and investigate how program structures might aid in the development, retention, and overall success of undergraduate students in STEM. Active learning classrooms, especially in mathematics, are one way IHE are reforming student learning experiences, and these environments also provide a unique opportunity to engage undergraduate learning assistants with faculty to support near - peer students and deepen their own learning. Identifying aspects of undergraduate learning assistants’ experiences that they find most valuable and interrogating how those are linked to their development can help IHE faculty better understand and plan for how to support undergraduate students in particular fields, such as STEM and STEM teaching. In particular, this paper examines scholarship participants serving as learning assistants in active learning college mathematics classrooms to see where and how they find value in their experience. Implications of this research can inform faculty and university programs on how they might prioritize and transform learning opportunities for students to impact their current and future development in STEM and beyond.

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