Classes Involving Many Graduate Student Assistants

Abstract: Engaging students in science is one of the most challenging tasks of teaching General Ed. Lab. classes. The previous experience of these students varies considerably. They relate to diverse areas of science with varying degrees of success especially if the topics covered do not seem to touch their daily lives. It is little wonder that the science laboratory seems to be confusing to a majority of General Education students who usually enroll because the course is a requirement. Students who have a more extensive biology background may find the material too elementary to warrant their attention. In addition, Graduate Teaching Assistants come to Indiana State University with their own varying levels of biology background, teaching experience, and English language proficiency and further impact the General Education students ’ interests, involvement, and accomplishments. It is important for science teachers, strategists, and policy makers to devise ways to improve both the content of science education and its presentation to make it meaningful and understandable. To initiate dialogue in this important aspect of undergraduate education, I have focused on areas that are important to understanding and improving the teaching of General Education biology. Specifically, how can we improve our laboratory presentations and have them be interesting, yet focused. 1. How can we challenge students to think productively and arrive at their own answers to presented problems as well as design experiments to test their ideas? 2. How can we best select topics and experiments which the students are more likely to relate to their daily lives? 3. How can we help Graduate Teaching Assistants engage in effective teaching, communication, and attitude, as well as provide a degree of uniformity in all laboratory sections of the same course