A Mixed-Methods Analysis of Perspectives toward Learning Assistant-Faculty Relationships

Autor/inn/en	Hill, Cameron J.; Barrasso, Anthony P.; Spilios, Kathryn E.
Titel	A Mixed-Methods Analysis of Perspectives toward Learning Assistant-Faculty Relationships
Quelle	In: Journal of College Science Teaching, 52 (2023) 3, S.75-83 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Teaching Assistants; College Faculty; Interpersonal Relationship; Undergraduate Students; Teacher Attitudes; Interpersonal Competence; Peer Teaching; Role; Affordances; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Fakultät; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Interpersonale Kompetenz; Peer group teaching; Peer Group Teaching; Rollen
Abstract	Learning Assistant (LA) programs oversee and support undergraduate instructors and faculty members who work together to facilitate student learning in a variety of classroom settings. The success of an LA program is tied to experiences of the participants; therefore, understanding the perceptions of LAs and faculty is central to driving programmatic changes and ensuring positive outcomes. In this article, we use a mixed-methods approach to analyze the perspectives of LAs and faculty in Boston University's LA program. Using surveys and one-on-one interviews, we highlight the qualities of a strong LA, the nature of LA-faculty relationships, the role of the LA in a course, and how faculty benefit from working with LAs. Our data suggest that interpersonal skills are imperative to be a successful LA, there is variation in how LAs and faculty interact, curriculum can be inclusive of LAs, and LA-faculty partnerships impact faculty understanding and implementation of evidence-based pedagogy. This article provides targeted, actionable suggestions for LA program improvements based on our analysis, as well as a foundation for future studies to further explore the impact of the LA model on faculty and LAs. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01