RUME 27
2025
Alexandria, Virginia
Enacting Active Learning in Calculus: How One Graduate Teaching Assistant’s Instruction Shifted With an Experienced Learning Assistant’s Support
Page: 570
This study explores the changes in a graduate student teaching assistant (GTA)’s teaching actions over two semesters in an active learning Calculus I course. Cole, a GTA with little teaching experience and no prior experience with active learning, was paired with an experienced undergraduate learning assistant (LA) in his second semester teaching in a purposefully designed active learning-based Calculus I course. Cole’s teaching actions varied more when paired with the experienced LA, including short periods of lecture and classroom discussion with the facilitation of group work. This case study provides insight into how an experienced undergraduate LA can be an agent of change in an active learning-oriented classroom.