PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
How different is different? Examining institutional differences prior to scaling up a graduate teacher training program to improve undergraduate mathematics outcomes
Page: 1016
A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being replicated at two peer institutions. This paper presents the findings of a baseline comparison of the three universities undertaken at the start of the project to inform its adaptation and implementation at each institution and the evaluation of its impact. Program components include a first-year teaching seminar, peer mentoring and support from a peer TA coach, a Critical Issues in STEM Education seminar, and K-12 outreach to inform understanding of the pipeline. Differences in undergraduate demographics and performance in introductory mathematics courses, GTA responsibilities, prior departmental GTA training elements, and GTAs attitudes towards teaching mathematics/statistics are presented. Implications for program implementation and assessment of study goals related to institution differences are presented.