PERC 2025 Abstract Detail Page
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| Abstract Title: | Longitudinal development of Learning Assistants’ approaches to teaching and learning |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | The 14-year-old Learning Assistant (LA) Program in the College of Science at George Mason University has supported over 1000 LAs since its inception in 2011. With a unique and large data set from past LAs, we aim to better understand the effect of the program on the LAs themselves. In this poster, we present longitudinal data from LAs in physics, astronomy, and 7 other STEM fields. All first-time LAs write reflection assignments about their interactions with students, and all returning LAs write about their goals for the semester and how they have achieved these goals. In this study, we look at data from students who were LAs for multiple semesters, and explore the development of how they think about teaching and learning over time. Some of the themes we observe include increased confidence, increased empathy with both students and faculty, and evolution in teaching techniques. |
| Session Time: | Poster Session A |
| Poster Number: | A-66 |
Author/Organizer Information | |
| Primary Contact: |
Benjamin W. Dreyfus George Mason University Fairfax, VA 22030 |
| Co-Author(s) and Co-Presenter(s) |
Tina M. Bell, George Mason University Rebecca M. Jones, George Mason University Christine Rosenfeld, George Mason University Sarah Pazos, George Mason University |
