Teaching Assistants Improve Student Success Dr. Katherine Royer, Chair Dr. Philip Garone, M.A. Director Department of History November 7, 2014

Purpose Issue: Attrition rates at CSUS have been demonstrated to be correlated with failing a class in the freshmen/sophomore year. The History department offers two LD GE courses (HIST 2600 and 1010) which serve large numbers of freshmen and sophomores, are taught in large sections with 70 to 140 students, and traditionally have failure rates of 20-30%. Proposed Solution: Examine the impact of personal contact by TAs on the performance of at risk students

Process Four funded History MA students served as TAs for 2 separate sections of HIST 2600 and the double section of HIST 1010 serving 269 students in the Spring Semester of A. These TAs met with students one on one during regular office hours, were available for consultation by at other times, and conducted review sessions for interested students. These services were available to all students B. At risk students (defined by failing the first exam or first three quizzes in one section of HIST 2600) were contacted and advised to meet with the TA. C. In addition to helping students prepare for exams and review written assignments for these specific classes, the TAs advised students on how to take notes in class, read critically, study for essay exams, and manage their time.

End Result 1.The pass rate in these sections increased from 72% to 81%. 2. Over 2/3 of the students had some contact with the TA over the semester and 49% met personally with the TA. 3.There was a direct correlation between the number of times a struggling student met with the TA and improved performance. 4.The TAs reported that they spent the majority of their time with students working on skills and educational socialization. 5. The structure of the class influenced the impact of this program on student performance.

Lessons Learned 1.The presence of teaching assistants measurably improved student success for students in large classes with enrollments of 70 to 140 students. 2. Early intervention for struggling students that focused on improving skills and engaged in educational socialization by TAs had a demonstrative impact on student performance and pass rates in classes with traditionally high failure rates. 3. The outreach to struggling students could be improved by having the instructor follow up on the initial contact when the student did not meet with the TA.