Abstract
Despite many calls to reform undergraduate science, technology, engineering, and math (STEM) education to incorporate active learning into classes, there has been little attention paid to graduate level classrooms or courses taught by graduate students. Here, we set out to understand if and how STEM graduate students’ perceptions of active learning change in the classes they take versus those they teach. We found that graduate students had taken relatively few graduate level classes using active learning and they felt that more time should be devoted to active learning in the courses they were taking. Teaching assistants felt that they were devoting the right amount of class time to active learning in the classes they taught. Graduate students also felt that they were using teaching methods in the classes they taught that were different from those they thought should be used when teaching undergraduates and were different from how they preferred to learn when taking classes.
Document Type
Article
Source Publication
Science Progress
Version
Published Version
Publication Date
10-1-2021
Volume
104
Issue
4
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Rights
© The Author(s) This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Recommended Citation
Patrick, L., Howell, L. A., & Wischusen, E. W. (2021). Roles matter: Graduate student perceptions of active learning in the STEM courses they take and those they teach. Science Progress, 104(4), 00368504211033500. https://doi.org/10.1177/00368504211033500
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