High Impact Practices Student Showcase Spring 2025

The Protégé Effect: How Teaching Others Taught Me More

The Protégé Effect: How Teaching Others Taught Me More

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Course Code

CHM

Course Number

4942

Faculty/Instructor

Dr. Julie Donnelly

Faculty/Instructor Email

julie.donnelly@ucf.edu

About the Author

My name is Maria Fernanda Paez Zayas, and I am a Biology major and Art Studio minor from Puerto Rico. I chose to become a Learning Assistant (LA) because I wanted to challenge myself by stepping outside of my comfort zone in order to grow both personally and professionally. Through this experience, I’ve had the opportunity to support the STEM community by facilitating classroom learning and helping students better understand course material. I’m grateful for the chance to contribute to a collaborative and engaging learning environment. I would also like to sincerely thank Professor Donnelly for giving me the opportunity to make an impact!

Abstract, Summary, or Creative Statement

The purpose of my project was to explore and apply effective teaching methods in a large lecture environment of 400 students, with the goal of facilitating peer learning and improving student engagement. As a Learning Assistant, I focused on creating spaces within the classroom where students felt comfortable discussing concepts, asking questions, and learning collaboratively. Throughout the semester I learned various teaching strategies and used them in the classroom. What surprised me most was how these teaching practices began to influence my daily life. I found myself becoming a better communicator, listener, and problem-solver, not just in the classroom but in my personal interactions as well. This experience taught me that teaching is not just about delivering information, its mainly about knowing how to recognize the learning styles of the individual students for them to grasp the knowledge better and help their peers.

Additional Resources

al, R. M. (2015). Transforming Undergraduate Science Education with Learning Assistants: Student Satisfaction in Large Enrollment Classes. Journal of College Science Teaching , 24-30.

Center for Excellence in Teaching and Learning. (2025). Retrieved from Virginia Tech: https://teaching.vt.edu/teachingresources/adjustinginstruction/priorknowledge.html

Jones, K. (2023, Septermber 25). Five Tips for "Cold Calling" in the Classroom. Retrieved from Evidence Based Education: https://evidencebased.education/five-tips-for-cold-calling-in-the-classroom/

Question-And-Answer Teaching Methods: A Pathway To Interactive Learning. (2025). Retrieved from EduCorpus: https://educorpus.com/question-and-answer-teaching-methods/

Keywords

Learning Assistant; Teaching Strategies; Cold Calling; Question and Answer; Activating Prior Knowledge; Discussion; Chemistry; STEM; Teaching

The Protégé Effect: How Teaching Others Taught Me More


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