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Abstract Title: Learning Assistants as Constructors of Feedback: How Are They Impacted?
Abstract: Project and Practices in Physics (P-Cubed) is a flipped section of introductory, calculus-based physics, which is designed with a problem-based learning approach where students work in groups on complex physics problems. Learning Assistants (LAs) are critical to the course, where they each function as a primary instructor for four to eight students by asking questions and prompting discussion during class. LAs in P-Cubed also write individualized weekly feedback to each of their students, which is meant to offer suggestions to the student for how to improve their work in class and provide the student with a justification for their in-class grade. We conducted semi-structured interviews with LAs -- selected to portray a broad range of approaches to feedback -- to examine the ways that they construct feedback and how this impacts their own experiences as students taking classes. In this presentation, we compare the reflections and experiences of these LAs.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B35
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Paul C Hamerski
Michigan State University
567 Wilson Rd
East Lansing, MI 48824
Phone: 207-518-0457
Co-Author(s)
and Co-Presenter(s)
Paul W Irving, Michigan State University
Daryl McPadden, Michigan State University

Contributed Poster

Contributed Poster: Download the Contributed Poster