Elements in Multivariable Calculus and Differential Equations - "The course has a history of high DWF rates but since the implementation of the LA program, students have gained more interest in the course and the DWF rate has dropped from above 45% to below 20%. Each LA attends one section, as required, though some of the LAs attend other sections if their schedule permits. The students taking the course learn quickly that ALL four LAs are THEIR LAs, even if they do not see them in the classroom setting. During class, the LAs and instructors present a warm up problem that forces the students to review concepts in algebra, calculus or from past lessons in the current course. These problems are designed to lead into the day's concept for lecture, which the students have quickly discovered. During the lecture, the LAs use the warm up problem to take attendance and make note of any serious misconceptions from the papers handed in. After the brief lecture, the LAs and instructors assist the students in completing a second, more difficult problem that relates entirely to the concept for the day."
"The LAs hold a total of 10 recitations a week between the four of them. During recitation, students are divided up based on what work they are completing. Students sign in to recitation so that we know who and how many are attending. Our mentoring meetings consist of discussions about the past week's work and what is to come in the next week. We chat about student strengths and weaknesses and where we might be able to help those in need and how to get more students to attend recitation."
Precalculus - "I have one LA in one section of Precalculus MATH-111. We have weekly mentoring meetings every Tuesday morning. I am using MyMathLab in my Precalculus class. During recitations students work on MML homework assignment, or complete practice problems assigned during class time, or work on extra, challenge problem that is chosen by the LA. It is my first time teaching LA supported class, and I really hope that it will help students to succeed."
Statistics - The first semester I worked with LA’s, they came to class, helped with the Worksheets the students did in class each day, they held “office hours” and arranged study groups, and they met with me once per week. At the meetings, we would go over the worksheets we had done in class that week. They were able to help me “see” the assignments from a student’s perspective. It has been SO helpful to have the LA’s IN class. First of all, they are able to help answer questions while the students are working in groups on the Worksheets. When it is just me and 35 students it can get quite difficult. The fact that the LAs come to class means that the students KNOW who they will be getting help from and helps the students get comfortable with the LAs. As a result, the students aren’t afraid to go see them for extra help. And since the LAs were in class, they know what things were covered and HOW they were covered. The consistency helps the students a lot."
"The weekly meetings with the LAs were particularly useful. The LAs were able to tell me what they didn’t understand and what the students they worked with had trouble with. They helped come up with additional questions to build in more scaffolding to help the students build the skills they needed to be successful in statistics. This time, my LA is coming up with some new versions of worksheets that use more student centered examples/context. I like the idea that this year he is trying his hand directly at curriculum development. In addition, the generational difference makes it difficult for me to come up with examples that they can relate to."