The use of groupwork in physics tutorial and lab sections presents opportunities for students to learn from each other as they make sense of physics and develop critical thinking skills. However, the same opportunities might leave students vulnerable to their ideas being negatively judged by their peers, creating a negative learning experience. GTAs who lead such courses might use strategies to help students resolve their group dynamic challenges to mitigate negative social interactions. In this study, we analyze interviews with fourteen students who were enrolled in Physics I/II mini-studio sections (combined tutorial and lab) to investigate group dynamic challenges they experienced and their GTA’s actions to resolve those challenges. Then, we explore a potential relationship between students’ perceptions of their GTA as an instructor or mentor with their evaluation of the GTA’s success with helping to resolve their group dynamic challenges. Finally, we discuss implications for GTA professional development.

Student Perspectives of Mini-Studio GTAs’ Roles in Resolving Group Challenges

In Spring 2020, we integrated four sessions with a mixed-reality simulator into GTA training. During each session, GTAs were provided opportunities to practice using different pedagogical skills while teaching a virtual class. While the first three sessions were held and facilitated in-person, the final session occurred remotely due to the COVID-19 pandemic. We decided to hold the final session remotely to balance health risks while closing the loop for GTAs’ professional development and the research project. Additionally, this remote style mimicked the remote teaching GTAs would do to complete the Spring 2020 semester and have continued through Summer 2021. In our study, we explored how two GTAs new to teaching the target courses used the pedagogical skills during their remote (final) session focused on using all previously presented skills. We found both GTAs used two out of three skills during their session. We also observed instances of group management with the same avatar-student group during both GTAs’ sessions. To contextualize their use of the skills during the remote session, we compared their skill count to the Fall 2019 cohort’s final in-person session average. Thus, we found one GTA’s use of both skills to be similar to that of Fall 2019 and the other GTA’s use of one skill to be similar to that of Fall 2019. From our findings, it is implied that remote sessions with the simulator supported GTAs’ practice of the target skills. However, we suggest further investigation is necessary, and we provide questions to guide future work.

GTAs' Use of Pedagogical Skills during a Remote Mixed-reality Simulator Training Session

To scaffold GTAs’ use of evidence-based teaching practices, we incorporated four training sessions with a mixed-reality simulator into physics GTA training during the Spring 2020 semester. Three sessions were held and facilitated in-person, while the final session was done remotely due to the COVID-19 pandemic. We decided to hold the final session remotely to balance health risks while closing the loop for GTAs’ professional development and the research project. This remote style mimicked the remote teaching GTAs would do to complete the Spring 2020 semester and have continued through the Summer 2021 semester. Here, we present how two physics GTAs used the pedagogical skills during the remote training session. We also discuss implications and provide considerations for the future direction of physics GTA professional development.

GTAs' Use of Pedagogical Skills in Remote Mixed-reality Training Session

To improve the teaching practices used by STEM graduate teaching assistants (GTAs) who lead student-centered lab and recitation&nbsp;sections, STEM departments need to improve the training GTAs receive. In our study, seven physics “mini-studio” (combined recitation and lab) GTAs participated in three to four practice teaching sessions with a mixed-reality classroom across two semesters. During each practice session, GTAs were prompted to practice implementing student-centered teaching strategies into their discussion about a lab or recitation (tutorial) activity&nbsp;with a virtual class of five avatar-students. To assess the effectiveness of the simulator training, we also observed GTAs teaching in their real classroom two to three times each semester. In this talk, we investigate which teaching strategies GTAs implemented in two different classroom settings (recitation&nbsp;and lab). We also discuss the frequency of each teaching strategy used and provide examples to inform GTA professional development.

Comparing GTAs’ use of teaching strategies in recitations and labs

(KC) PER: Student and Instructor Support & Professional Development, Program and Institutional Change III

technical paper

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AAPT SM 22

AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques. Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Poster Session 1A

poster

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

PS.C-SU-09: PER: Student and Instructor Support & Professional Development, Program and Institutional Change II

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

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AAPT SM 21

C2.6 PER: Student and Instructor Support & Professional Development, Program and Institutional Change

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Presentations

Student Perspectives of Mini-Studio GTAs’ Roles in Resolving Group Challenges

GTAs' Use of Pedagogical Skills during a Remote Mixed-reality Simulator Training Session

GTAs' Use of Pedagogical Skills in Remote Mixed-reality Training Session

Comparing GTAs’ use of teaching strategies in recitations and labs

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