Th-04: New Perspectives on Understanding Graduate Student Instructors’ Longitudinal Experiences with Active Learning

Abstract

Across recommendations for teaching mathematics and statistics, educators, including graduate student instructors (GSIs), are encouraged to implement techniques that actively engage students (Johnson, 2019). However, little is known about how GSIs understand, feel about, and utilize active learning in their instruction. There is even less research about these experiences as GSIs evolve as instructors over time. Investigating these experiences can better inform the practice of professional development programs that support the preparation and development of GSIs as instructors.
 
We present a longitudinal case study following two GSIs within a department of mathematical sciences across four different semesters. Experiences were studied through semi-structured interviews, response survey data, and classroom video observations.
 
Findings highlight GSIs’ evolution with active learning and challenges the idea that GSIs can’t use active learning when beginning teaching (Beisiegel, 2017). Implications for professional development programs and discussion on future research practice when investigating GSIs’ longitudinal development are offered.