RUME 28
2026
Alexandria, Virginia
Improvement in Undergraduate Student Survey Responses About Engaging and Belonging in ELITE PD MGTAs’ Mathematics Courses
Page: 1315
We focus on teaching practices that support active learning and group collaboration in a professional development program (PD) for mathematics graduate teaching assistants (MGTAs). In doing so, we hope that MGTAs adopt such teaching practices in order to improve the experiences of their students. We analyzed over 1000 undergraduate surveys corresponding to a cohort of 12 MGTAs in our PD program. We completed two statistical analyses by comparing means and standard deviations for this cohort between the winter and spring terms: (1) in their first academic year, (2) and in their second academic year. In both analyses, we found statistically significant improvements from the winter to spring terms in scores related to student engagement and belonging, in addition to other evidence-based teaching practices. Ongoing research is investigating the extent to which experiences improved for different subpopulations of students within MGTAs’ classrooms.