Literaturnachweis - Detailanzeige
Autor/inn/en | Hill, Cameron J.; Barrasso, Anthony P.; Spilios, Kathryn E. |
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Titel | A Mixed-Methods Analysis of Perspectives toward Learning Assistant-Faculty Relationships |
Quelle | In: Journal of College Science Teaching, 52 (2023) 3, S.75-83 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0047-231X |
Schlagwörter | Teaching Assistants; College Faculty; Interpersonal Relationship; Undergraduate Students; Teacher Attitudes; Interpersonal Competence; Peer Teaching; Role; Affordances; Massachusetts (Boston) |
Abstract | Learning Assistant (LA) programs oversee and support undergraduate instructors and faculty members who work together to facilitate student learning in a variety of classroom settings. The success of an LA program is tied to experiences of the participants; therefore, understanding the perceptions of LAs and faculty is central to driving programmatic changes and ensuring positive outcomes. In this article, we use a mixed-methods approach to analyze the perspectives of LAs and faculty in Boston University's LA program. Using surveys and one-on-one interviews, we highlight the qualities of a strong LA, the nature of LA-faculty relationships, the role of the LA in a course, and how faculty benefit from working with LAs. Our data suggest that interpersonal skills are imperative to be a successful LA, there is variation in how LAs and faculty interact, curriculum can be inclusive of LAs, and LA-faculty partnerships impact faculty understanding and implementation of evidence-based pedagogy. This article provides targeted, actionable suggestions for LA program improvements based on our analysis, as well as a foundation for future studies to further explore the impact of the LA model on faculty and LAs. (As Provided). |
Anmerkungen | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |