Master of Science (MS), Bowling Green State University, 2020, Biological Sciences
As universities within the United States continue to compete for students and resources, there is increasing pressure for these institutions to maximize the enrollment of students per classroom. Evidence exists that higher-enrollment classrooms can have negative effects on the students who are exposed to them, with students in higher-enrollment classrooms displaying decreases in engagement, persistence, and sense of belonging (MacGregor, 2000). In this paper, the analysis of survey, observational, and demographic data, that was collected from BGSU students enrolled in multiple gateway STEM courses (3278 Students; 41 Classrooms), is described. The purpose of this research is to better understand how the implementation of the BGSU Learning Assistant (LA) Program in these courses impacts course structure as well as student perceptions of belonging and their academic success. The results indicate that classes with Learning Assistants (LAs) present spend a lower percentage of time engaged in exposition-centered teaching styles (i.e. lecture) and a greater percentage of time engaged in constructivist teaching modes, during which students have the opportunity to take a more active role in discussing and refining their thoughts and understanding of the course concepts. Data also indicate that students in these transformed classroom environments report an increase in their sense of community, as measured using the Classroom Community Scale (Rovai, 2002), and students in classes with LAs present are retained at a higher rate than students in classes without LAs. Correlations between class instructional profiles, student perceptions of classroom community, and retention are analyzed in order to better understand how these variables relate to one another, in order to gain a clearer understanding of how LAs are able to impact the students in their classes. Results indicate that at least some of the increase in community and retention can be explained by the positive influences o (open full item for complete abstract)
Committee: Karen Sirum (Advisor); Julia Matuga (Committee Member); Kevin McCluney (Committee Member)
Subjects: Science Education