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C.P. Maytag (University of Colorado)
Instructors at the University of Colorado have been experimenting with breaking large lecture courses into small groups of 8-12 students, led by undergraduate ``Learning Assistants." These peer coaches lead students through activities and discussion designed to lead students to discovery, rather than provide formulaic lab excercises. As an experienced Learning Assistant, I will discuss the nature of this approach and my own experiences in the classroom.
One result of this program has been a significant number of undergraduates who never considered the possiblity of a career as a school science teacher are now doing so.
The author(s) of this abstract have provided an email address for comments about the abstract: maytag@colorado.edu
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Bulletin of the American Astronomical Society, 36 #2
© YEAR. The American Astronomical Soceity.