Graduate-Student Teaching Assistants: A Crucial Element in Improving Undergraduate Physics

At large research universities, undergraduate students spend more time in a typical physics (or other science class) being taught by graduate teaching assistants (TAs) than by regular faculty. Student time with TAs occurs in lab or discussion sections, which by design are usually more interactive than lecture. Since physics education research has solidly established that interactive learning environments are more successful at fostering student learning than traditional lectures, it follows that graduate students could be in a better position to stimulate meaningful student learning than faculty. Yet there is little research on TAs and their contribution to improved learning. I characterize and discuss the classroom observations of 26 TAs leading interactive discussion/lab sections, describing the types of academic interactions these TAs have with their students and how commonly they occur. I also examine the degree to which these interactions affect undergraduate attitudes and achievement.