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Publication Date

2000

Abstract

Although laboratory instruction for non-science majors is a major goal of higher education, its implementation is often difficult in practice. Non-science students are often uncomfortable with a laboratory environment and require close supervision for the laboratory instruction to be effective. To address this problem, support from the New York Collaborative for Excellence in Teacher Preparation (NYCETP) was used to recruit and train undergraduate Teaching Scholars to assist in the instructional laboratories of NYU’s core science program. The Teaching Scholar was paired with a graduate student laboratory instructor to create a “teaching team.” Responses on student evaluations show that the arrangement enhanced student learning in the laboratory because both instructors were present during the laboratory session to provide assistance and answer questions. New initiatives in the project include recruiting students from both science and science education programs, thereby fostering interaction on methods of effective laboratory instruction.

Volume

3

Issue

1

First Page

99

Last Page

105

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

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