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Learning Assistants Become Teachers (LABT): A Model for Recruitment and Retention

  • Year 2019
  • NSF Noyce Award # 1136412
  • First Name David
  • Last Name Erickson
  • Discipline Biology, Math
  • Co-PI(s)

    Creagh Breuner, University of Montana, creagh.breuner@mso.umt.edu

  • Presenters

    David Erickson, University of Montana, david.erickson@mso.umt.edu

Need

The Noyce Scholars prepared by our grant are teaching in high needs schools, a perfect setting from which to nourish and grow future STEM teachers.

Goals

How does the Learning Assistant Model appear in the secondary school classroom?

Approach

Surveys of Noyce Scholars and descriptions of how they are implementing this model and any observations about increasing secondary student interest in college and/or teaching STEM.

Outcomes

A list of ways the model is being implemented thus far. Recommendations from STEM teachers who traditionally have not associated their role of teaching with that of recruiting future secondary STEM teachers.

Broader Impacts

When secondary classroom teachers encourage secondary students to help each other learn, to become learning assistants for themselves and for each other, they could be considering future careers in teaching. The longer one thinks about these issues, the higher the probability of choosing a career/profession that best fits one’s own future. The ability to remain in teaching for a longer timeframe is related to understanding what the career/profession is about.

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http://www.coehs.umt.edu/nsfnoyce/

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This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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