PERC 2022 Abstract Detail Page
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| Abstract Title: | Exploring Benefits, Challenges, and Relational Dynamics in an Expanding Learning Assistant Program |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | To transform large, traditionally lecture-based STEM courses at a Hispanic-serving institution to more active and inclusive learning environments, we launched an undergraduate Learning Assistant (LA) program in Spring 2017 in physics, astronomy, and chemistry. Reflection essays from the LA pedagogy course provide insight into challenges and benefits for LAs and perceived dynamics between faculty, LAs, and students. We iteratively coded 82 essays across five semesters and tallied frequency counts of emergent themes. Consistent with the literature, LAs found the pedagogy course and readings helpful, cultivated a greater appreciation for STEM teaching, felt that they became better learners, enjoyed helping others, and appreciated being part of a STEM teaching community. LA suggestions for future improvements included opportunities to clarify expectations of LA roles with their students. These results give insights into LA experiences as we continue to revise and expand the program to math, computer science, and engineering. |
| Session Time: | Poster Session 1 |
| Poster Number: | I-71 |
Author/Organizer Information | |
| Primary Contact: |
Cynthia Ibrahim San Francisco State University San Francisco, CA 94132 Phone: 951-256-7236 |
| Co-Author(s) and Co-Presenter(s) |
Jomar Lopes (he/him/his), University of California Irvine Jake Campuspos (he/him/his), San Francisco State University Nicole Kolak (she/her/hers), San Francisco State University Kim Coble (she/her/hers), San Francisco State University |
