PERC 2018 Abstract Detail Page
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| Abstract Title: | Role-playing as pedagogical tool for helping LAs sense-make about inequitable team dynamics |
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| Abstract: | At UMD, adapting from the CU-Boulder model, we started an LA program with two novel and interlinked foii: (1) LAs all mentor teams of engineering students in a team-based first-year engineering design course, and (2) we scaffold the LAs in fostering equitable team dynamics and collaboration.We engaged LAs in a role-play of a quiet student, an overbearing student, and an LA. Afterwards, the whole class engaged in a discussion of the role-play. In this poster, we look at how the actors in the role-play portrayed and navigated power differences and how the LAs analyze the power dynamics that played out in the role-play and imagine possible instructional responses. These observations help us identify gaps in the design of the pedagogy seminar that we hope to address in future iterations. Work supported by NSF Grant 1733649. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B76 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Hannah Sabo University of Maryland |
| Co-Author(s) and Co-Presenter(s) |
Chandra Turpen, University of Maryland Ayush Gupta, University of Maryland Jennifer Radoff, University of Maryland Andrew Elby, University of Maryland |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
