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Abstract Title: Is it Teaching or is it Physics?
Abstract: The physics department at Texas State University has implemented a Learning Assistant (LA) program with research-based curricula (Tutorials in Introductory Physics) in introductory course sequences. The LA program structure at TXST is informed by the theory of Communities of Practice and the Physics Identity construct (Hazari et al.).  We have been reviewing video data of LA prep sessions taken over the past three years in order to characterize LA discussions. In these prep sessions, LAs work through the tutorials together in small groups. As emerging physicists and physics teachers, LAs naturally engage in discussion in these groups that spans many topics directly relevant to the activity being prepared. Initially we attempted to code separately for discussions of physics content ("physics discussion") and discussions of student struggles relevant to teaching the physics content ("teaching discussion"). However, we have concluded that these categories are not meaningfully distinct.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A74

Author/Organizer Information

Primary Contact: Austin McCauley
Texas State University
810 N. LBJ
Apt 17
San Marcos, TX 78666
Phone: 8324587798
and Co-Presenter(s)
Marshall Adkins-East Carolina University, Steven F. Wolf-East Carolina University, Eleanor W. Close-Texas State University