Tomorrow's Professor Msg.#299 STUDENT-ASSISTED TEACHING
Folks:
The excerpt below describes what can only be called a radical
approach to undergraduate education in which teaching teams that
include some of the students themselves are used throughout a course.
It is based on two
ideas I find quite compelling; that one of the best ways to learn
something is to teach it to others, and that in higher education everyone
from freshman, to graduate students, to senior professors, are part of
an
intellectual community in which everyone is both a teacher and a learner.
The excerpt is of Chapter 7, The Teaching Teams Program: Empowering
Undergraduates in a Student-Centered Research University, in
STUDENT-ASSISTED TEACHING: A Guide to Faculty-Student Teamwork,
JUDITH E. MILLER, Worchester Polytechnic Institute JAMES E. GROCCIA,
University of Missouri-Columbia, and
MARILYN S. MILLER, University of Missouri-Columbia, editors. ©2000,
Anker Publishing Company, Inc., Bolton Massachusetts.
http://www.ankerpub.com/
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: The Purpose and Mission of Higher Education
Tomorrow's Teaching and Learning
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STUDENT-ASSISTED TEACHING
A Guide to Faculty-Student Teamwork
CHAPTER 7
The Teaching Teams Program: Empowering Undergraduates in a
Student-Centered Research University
Lacey A. Stover, Kirstin A. Story, Amanda M. Skousen, Cynthia E. Jacks,
Heather Logan, and Benjamin T. Bush
The University of Arizona is undertaking an ambitious restructuring
of the undergraduate experience with the goal of creating a
student-centered university, of which a defining characteristic is that
its undergraduates are actively engaged in their education. However,
this engagement cannot be accomplished solely by restructuring core
program requirements and individual course curricula. Meaningful
involvement can be achieved by incorporating undergraduate students in
the teaching process and by offering them roles in course and curriculum
development.
To further undergraduate students' engagement in their own learning and
that of their peers, the University of Arizona created the teaching
teams program (TTP), described in detail in Chapter 5. Teaching teams
consist of faculty, GTAs, and undergraduate peer leaders working
together to facilitate collaborative learning experiences in large
general education classes. In this chapter, we discuss the experience
of the undergraduate members of the team, the preceptors.
PRECEPTORS ROLES IN THE CLASSROOM
Preceptors are an integral part of the teaching team along with faculty
and GTAs. The specific duties of preceptors are dependent on the goals
of the instructor and on the structure of the class. However all
preceptors assist students with course material, act as liaisons between
students and instructors, hold office hours, and attend training
workshops (Table 7.1). Course syllabi (TTP,2000), created by the TTP
with substantial input from its undergraduate coordinators, formalize
this standard. Instructors are free to supplement these activities with
additional responsibilities that they consider necessary for their
courses. Approximately 75% of preceptors in 1998-1999 assisted with
in-class activities, 50% acted as discussion leaders, and 25% helped
develop class projects or activities.
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TABLE 7.1 PRECEPTOR DUTIES
Obligatory Duties of Preceptors:
* Finish assignments on an accelerated schedule when concurrently
enrolled in the course
* Hold one to two office hours per week to assist students with projects
and coursework
* Attend TTP training workshops
* Attend weekly meetings with instructors and GTA(s)
* Give instructor constructive feedback on student progress and concerns
* Refer students to instructor or GTA(s) when uncomfortable with
material
Examples of Additional Preceptors Responsibilities
* Help create in-class activities for small group discussions
* Develop and deliver in-class presentations
* Facilitate in-class group discussions and collaborative learning
activities
* Conduct study sessions to assist students with exam review or homework
problems
* Conduct peer writing review
* Assist the instructor with class field trips or other special events
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The presence of preceptors is beneficial to everyone in the classroom
when they assume roles in the teaching process that their classmates
readily embrace. An obvious benefit of this is that preceptors increase
opportunities for help in the course by explaining the number of office
hours available per week, and by conducting out-of-class help sessions.
In "traditions and Cultures: Confucian Asia" (TRAD 103), preceptors
discussed Confucian virtues with small groups of students. Preceptors
were able to answer student questions because they had completed the
work ahead of time. Preceptors in the TRAD course also performed
practical tasks such as taking attendance, monitoring student activity,
and answering students' questions.
Preceptors provide the resources necessary for instructors to include
hands-on activities in high-enrollment science courses. For example,
preceptors allowed the instructor of "Natural Sciences: The Universe
and
Humanity: Origin and Destiny" (NATS 102) to implement a model-building
activity based on student-defined experiments using a Crookes'
radiometer. This project required a great deal of out-of-class,
hands-on activity, so there was a need for supervision beyond what the
instructor and the GTAs could provide. The preceptors on the teaching
team in this course readily provided the extra supervision after having
conducted and analyzed their own observations prior to the rest of the
class. Preceptors then peer reviewed the final drafts of the radiometer
experiment reports.
Preceptors provide the facilitation necessary for collaborative learning
activities in large lecture classes. In "Individuals in Society:
Language" (INDV 101), a large, lecture-oriented linguistics course,
preceptors monitored small group discussions and assisted with class
discussion of group presentations. In a special project, preceptors
polled students about their linguistics backgrounds, then created and
presented a map based on this information.
We discovered early in our program that giving preceptors high
visibility in classes could generate negative reactions among students,
GTAs, and faculty. One major risk of giving undergraduates leadership
roles in the classroom is that their peers may assume that these
positions bring preferential treatment, such as access to privileged
information. When students feel that preceptors are receiving special
treatment, trust between the two groups suffers, and benefits from
student-preceptor interactions diminish. In order to head off such
problems, instructors should describe the qualifications for a preceptor
position and emphasize that all students are eligible. Also,
instructors should make clear that preceptors are neither privy to
confidential information, nor permitted to dispense answers to students.
In our experience, accusations of special treatment rarely emerge when
these two points are established and reiterated throughout the semester.
The fact that preceptors, when concurrently enrolled in the same course,
tend to achieve higher grades than their peers can compound the
perception of privilege (see Chapter 5). Faculty need to explain that
preceptors achieve higher grades because they spend extra time reviewing
assignments and because they explain the assignments repeatedly to other
students, an action that any student wishing to improve his or her study
skills can engage in independently. Also, preceptors receive assistance
from instructors during weekly team meetings, and such attention is
available to all students during faculty office hours.
PRECEPTOR ROLES IN COURSE AND CURRICULUM DEVELOPMENT
We believe that it is important for undergraduates to be involved in
course and
curriculum development if they are to take an active role in their
education. Traditionally, undergraduates have had difficulty giving
feedback to their instructors during the semester because evaluations
were not available for inspection by faculty until after the semester
was completed, and they have rarely had any role in the planning of
their courses. Through the TTP structure and the curriculum development
grants offered by the TTP, undergraduates can provide timely feedback
to
their instructors and take part in curriculum development.
Because preceptors tutor their classmates, they can observe the
students' progress and inform their instructor about areas of confusion.
This method provides more immediate opportunities for course adjustment
than relying on exam results or end-of-semester evaluations to judge the
progress of the students. The most successful teaching teams hold
weekly meetings in which preceptors feel free to voice their concerns
about the course.
TTP awards curriculum development grants for the creation of new
student-centered general education courses. The requirement that one
third of the budget must be used to support undergraduate members of the
project team gives undergraduates a very unique and powerful role in
transforming the curriculum to a student-centered one. Principal
investigators of TTP grants have employed undergraduates to assist in
adding technology to existing general education courses, creating
experiments for natural science courses, and designing new courses.
ENDOWING STUDENTS WITH THE SKILLS NECESSARY FOR SUCCESS
Preceptors work with faculty and GTAs to create unique collaborative
learning environments in large lecture classes. Preceptors benefit from
this interaction because they must understand the course material in
order to help design an activity that will help the students, and as a
consequence their course performance improves. In addition, preceptors
benefit from the opportunity to develop communication skills, practice
critical analysis, and reflect on their educational and life goals.
Serving as a preceptor while concurrently enrolled in the course is
unquestionably beneficial to the preceptors themselves. Although
earning better grades is not overemphasized as a benefit during
preceptor recruiting, in the questionnaire data collected in spring
1999, 71% of respondents cited earning a better grade in the course as
either a "strong" or a "moderate" influence in their
decision to become
preceptors. Similarly, 61% of respondents stated that they expected to
earn higher grades by serving as preceptors. Preceptor grades were
indeed higher than would be expected from their high school GPA and
SAT/ACT scores (see Chapter 5). We know that many preceptors are highly
motivated and would likely outperform the group average whether they
served as preceptors or not. On the other hand, we also know that many
preceptors improved their study an time management skills through their
experience. In our opinion, these students almost certainly earned
higher grades because of their preceptorship.
One of the most difficult transitions to university life is the change
in student-teacher relationships. Students in large research
universities are often too intimidated to approach instructors who are
renowned experts in their fields. Before a university can call itself
student-centered, this intimidation must be overcome by instilling in
students the self-confidence necessary to approach and to communicate
successfully with their faculty. TTP requires frequent, extended
interaction between preceptors, GTAs, and faculty, thus allowing
preceptors to get to know their instructors personally early in the
semester. Often, this familiarity helps preceptors in their other
courses, as it gives them self-confidence necessary to approach their
other instructors. In addition, the TTP structure allows non-preceptors
to develop self-confidence by providing them peer resources to approach
for help, and by providing them with role models who interact regularly
with faculty. Helping, undergraduates develop these skills diminishes
the impersonal nature of the research university and allows students to
feel comfortable speaking openly with other members of the university
community.
Every semester, the TTP collects assessment data from preceptors
(Appendix D-9). Of the 101 respondents to the spring 1999 evaluation,
78% of preceptors "strongly agree" with the statement, "being
a
preceptor has allowed me to get to know the professor better."
Similarly, 88% of respondents stated that they either "strongly agree"
or "somewhat agree" with the statement, "being a preceptor
has improved
my ability to explain complicated ideas to others." These data clearly
indicate that students involved in TTP feel that they acquire
communication skills that are vital to their professional development
and to the creation of a student-centered academic culture.
We see general education as an opportunity for students to integrate
their major area of study with other disciplines and, in doing so, to
improve their critical thinking and problem solving skills. TTP
provides opportunities for interdisciplinary study because preceptors
are rarely majors in the disciplines in which they serve as preceptors,
and therefore bring knowledge of other fields into their preceptorships.
For example, in the NATS course, two political science majors prepared
a
presentation and facilitated a discussion on the effect on the upcoming
presidential race of the debate on evolution. In another presentation,
a psychology major facilitated a class discussion about the public fear
of irradiated food and prompted students to consider the complex reasons
why such fears are sustained. In each case, both preceptors and
non-preceptors were able to realize the value of interdisciplinary
study, and the process of integrating the disciplines was valuable to
improving reasoning skills, obtaining active involvement, and making
informed decisions.
Attending college is a life-changing experience in which students are
exposed to new points of view and new potential careers. We have
observed our peers changing their majors and future plans frequently
throughout their academic careers. In a spring 1999 survey, 55% of
responding preceptors agreed that they had an increased interest in the
teaching profession as a result of their preceptorships, suggesting that
a preceptorship is an opportunity to evaluate new educational and career
paths.
CONFLICTING POINTS OF VIEW ABOUT THE PRECEPTOR ROLE
Some perceptions of the program's strengths and weaknesses are at odds
with GTA opinions. A sometimes, contentious issue has been delegation
of roles between preceptors and GTAs. In assessment feedback, GTAs have
expressed concern that preceptors are usurping duties traditionally
reserved for GTAs, such as holding office hours (see Chapter 6). As
preceptors, we do not perceive a problem with role definition, so long
as the instructor clearly defines roles at the beginning of the semester
and takes steps to isolate non-team players.
Our perception is reinforced by preceptor evaluation data. Sixty-four
percent of respondents in spring 1999 felt that their instructors were
"completely clear" and another 28% felt that their instructors
were
"somewhat clear" in defining roles between preceptors and GTAs.
In a
related question, 85% of respondents indicted that the word "team"
is a
"very good" descriptor of the interaction between the instructors,
GTAs
and preceptors on their teams (compared with 75% of the faculty and 70%
of the GTAs). These data indicate that the majority of preceptors in
the spring 1999 semester did not perceive a conflict between GTA and
preceptor roles. However, the sharp contrast between GTA and preceptor
opinions on role definition cannot be discounted (see Chapter 6).
GTAs have also expressed reservations about the ability of preceptors
concurrently enrolled in a course to help classmates without
disseminating false information (see Chapter 6). We do not share their
view. We believe that concurrent enrollment is actually beneficial to
both preceptors and non-preceptors. In our classroom experience,
preceptors who are concurrently enrolled in the class provide their
peers with moral support. By observing preceptors master and teach
material, non-preceptors may acquire more confidence in their ability
to
comprehend the same material. Moreover, in our experience as
coordinators, we have never heard participating faculty raise the issue
of the dissemination of false information.
We believe that allowing students to serve as preceptors while
concurrently involved in the course is vital to affording undergraduates
control over their education. In our opinion, if students had to wait
to serve as preceptors until they had completed courses, they would miss
opportunities to obtain the valuable skills that come from learning and
teaching material simultaneously. In addition, students miss
opportunities to participate in course and curriculum development and,
in so doing, to provide feedback on the future of a course in which they
are enrolled.
CONCLUSION
Empowering undergraduates is a necessary step in creating the
student-centered research university. In addition to placing students
in leadership roles within the classroom, the teaching teams program
allows them to seek out interdisciplinary opportunities and to
participate in course and curriculum development. Only when
undergraduates take active roles in their education, and have real
control over their undergraduate experience, can a university truly
become student-centered.
ACKNOWLEDGEMENTS
We would like thank the TTP coordinating council for advocating
undergraduate empowerment at the University of Arizona. Dr. Hal Larson,
Dr. Cecile McKee. Dr. Elizabeth Harrison, and Stacy Tollefson
contributed to this chapter, and Jennifer Hart, Carl Copeland, and Dr.
Reed Mencke assisted with revisions. The TTP is supported with grants
from the US Department of Education's Fund for the Improvement of
Post-Secondary Education (FIPSE) and the W.K. Kellogg Foundation.
REFERENCE
TTP. (2000). Teaching teams program (online). Available:
http://www.LPL.arizona.edu/teachingteams
AUTHORS
LACEY A. STOVER is a political science major and a preceptor in the
Department of Planetary Sciences at the University of Arizona.
KIRSTIN A. STORY is an English and creative writing major and a
preceptor in the Department of Planetary Sciences, English, and Latin
American Studies at the University of Arizona.
AMANDA M. SKOUSEN is a graduate of the University of Arizona with a
degree in political science. She was a preceptor in the Department of
Planetary Sciences.
CYNTHIA E. JACKS is a business management major and a preceptor in the
Department of Astronomy and Classics at the University of Arizona.
HEATHER LOGAN is a speech and hearing sciences and elementary education
major and a preceptor in the Department of Mining and Geological
Engineering at the University of Arizona.
BENJAMIN T. BUSH is apolitical science major and a preceptor in the
Department of Planetary Sciences at the University of Arizona.
All have served as TTP coordinators
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