PERC 2016 Abstract Detail Page
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| Abstract Title: | Investigating the Impact of Learning Assistant Model Adoption on Students and Learning Assistants |
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| Abstract: | The number of physics departments utilizing undergraduate Learning Assistants (LAs) has been rapidly growing in recent years. This symposium brings together multiple research groups within the Learning Assistant Alliance that are investigating the impacts of Learning Assistant model adoption on both the students enrolled in LA-supported classes and the LAs themselves. Though the research goals of each of our groups are aligned in many respects, we are all focused on answering different research questions. As such, we are each using a set of research methods based on our respective theoretical perspectives on teaching and learning, and specific research questions. In our talks we will each describe our research methodology, along with presenting results from our individual projects. The discussion time will focus on the extent to which our theoretical perspectives and research methods overlap, the value in some of the differences, and how we might better converge for common goals. |
| Abstract Type: | Talk Symposium |
Author/Organizer Information | |
| Primary Contact: |
Leanne Doughty University of Colorado Denver 1380 Lawrence St Denver, CO 80204 |
Symposium Specific Information | |
| Discussant: | Valarie Otero, School of Education, University of Colorado Boulder |
| Moderator: | Valarie Otero, School of Education, University of Colorado Boulder |
| Presentation 1 Title: | Examining LAs' self-concept and practice: What do they say, & what do they do? |
| Presentation 1 Authors: | Eleanor W. Close, Department of Physics, Texas State University Jessica Conn, Department of Physics, Texas State University Hunter G. Close, Department of Physics, Texas State University |
| Presentation 1 Abstract: | The physics department at Texas State University has implemented a Learning Assistant (LA) program in our introductory course sequences. We use a blended theoretical framework of physics identity and communities of practice to examine the impacts of program participation. Previously we have reported evidence of physics identity development from analysis of interviews with LAs and written reflections. Our data now include video of weekly LA preparation sessions as well, which allows us to examine relationships between individual LAs' self-concepts and self-reported practices (in interviews) and their observed practices (in LA prep sessions), and to analyze the degree of alignment between the two. The processes of data collection and collaborative analysis are interspersed, with themes and questions emerging from analyses shaping interview questions. In this session, we will discuss affordances and constraints of this open-ended approach and of the data sources we have available, and findings of our study to date. |
| Presentation 2 Title: | The Learning Assistant Survey of Practices (LASP): A Robust Tool for Understanding Learning Assistant (LA)-Student and Student-Student Interactions |
| Presentation 2 Authors: | Hagit Kornreich-Leshem, STEM Transformation Institute, Florida International University Rocio Benabentos, STEM Transformation Institute, Florida International University Zahra Hazari, STEM Transformation Institute, Department of Teaching and Learning, and Department of Physics, Florida International University Idaykis Rodriguez, STEM Transformation Institute, Florida International University Geoff Potvin, STEM Transformation Institute and Department of Physics, Florida International University Laird Kramer, STEM Transformation Institute and Department of Physics, Florida International University |
| Presentation 2 Abstract: | In this study, we investigate how Learning Assistant (LA)-student interactions are related to educational outcomes in active learning STEM courses. We use a retrospective survey methodology which relies on the natural variation in experiences and background of a large sample of college students in these courses. The Learning Assistant Survey of Practices (LASP) was administered in Fall 15' in collaborative classrooms supported with LAs in a large public Hispanic-Serving Institution. The survey study focuses on how classroom interactions with LAs are associated to academic performance, affective outcomes, and career aspirations. LA practices under examination include the frequency of interactions, types of conversations between LAs and students, discussion facilitation, conditions that encourage student participation, and positioning acts. In the current presentation, we will discuss the theoretical framework that guided the development of the instrument and preliminary results. |
| Presentation 3 Title: | Developing an Observation Protocol to Investigate Factors That Influence Student Success |
| Presentation 3 Authors: | Leanne Doughty, School of Education and Human Development, University of Colorado Denver Laurel Hartley, Department of Integrative Biology, University of Colorado Denver Amreen Nasim, School of Education and Human Development, University of Colorado Denver Paul Le, Department of Integrative Biology, University of Colorado Denver Jeff Boyer, College of Science and Mathematics, North Dakota State University Hagit Kornreich-Leshem, STEM Transformation Institute, Florida International University Laird Kramer, STEM Transformation Institute and Department of Physics, Florida International University Robert M. Talbot, School of Education and Human Development, University of Colorado Denver |
| Presentation 3 Abstract: | The goal of our work is to investigate how active learning methods and Learning Assistant support impact student outcomes. As part of this work, we are developing a classroom observation protocol that will allow us to identify features of active learning methods and its facilitation that are predictors of learning gains, achievement, retention, and persistence. By focusing on the active portions of a class we are making the assumption that it is in the co-construction of answers that meaningful learning and development occurs. Other protocol design decisions, like classification of the tasks that students are being asked to engage with and their level of engagement in those tasks, involve similar theoretical assumptions. In this presentation we will describe our theoretical framework and our resulting observation protocol design. |
| Presentation 4 Title: | Data, Variables, and Evidence: Specifying Theoretically Sound Predictive Models |
| Presentation 4 Authors: | Robert M. Talbot, School of Education and Human Development, University of Colorado Denver Leanne Doughty, School of Education and Human Development, University of Colorado Denver Amreen Nasim, School of Education and Human Development, University of Colorado Denver Paul Le, Department of Integrative Biology, University of Colorado Denver Laurel Hartley, Department of Integrative Biology, University of Colorado Denver |
| Presentation 4 Abstract: | In conducting large-scale research efforts which seek to determine the effect of active learning and Learning Assistant support on student outcomes, we routinely collect massive amounts of data from a variety of measurement instruments. Each of these data sources carries with it implicit assumptions about learning. For example, pre-post concept inventory and gain scores assume a cognitive theory of learning, where the latent construct resides in an individual's singular mind. On the other hand, characterizations of student interactions within a collective classroom network assume at least a socio-cognitive (if not sociocultural) view on learning, where interactions between individuals contribute to development of understanding or sophistication. Using different data sources such as these to define distinct variables within the same quantitative model requires theoretical justification and articulation of an explicit learning theoretical framework. In this presentation we describe our work in dealing with these issues. |
| Presentation 5 Title: | What Multi-Level Models Can Tell Us About Learning Assistants and Equity |
| Presentation 5 Authors: | Jada-Simone White, Department of Science Education, California State University, Chico Ben Van Dusen, Department of Science Education, California State University, Chico |
| Presentation 5 Abstract: | The Learning Assistant (LA) Student Supported Outcomes (LASSO) project collects multi-disciplinary data from LA-using institutions across the country. The data falls into three categories: (1) student data (e.g. pre & post test scores, gender, and ethnicity), (2) course data (e.g. discipline, LA-uses, & instructor), and (3) institution data (e.g. institution type & term type). In this investigation, we develop a theoretical framework that is based in Critical Race Theory and Cultural Historical Activity Theory. To examine the dynamic interactions between varying components of the activity system, we develop Multi-Level Models that nest data within other sets of data. In our models student level data is nested within course level data, which is nested within institution level data. This allows us to measure and control for the complex interactions between various classroom and institutional contexts when analyzing student outcomes. In this sessions we will examine the impacts of LAs on diverse students and contexts. |
