Theory on teacher-student relationship development in higher education is scarce despite the empirical work linking positive relationships to important student outcomes. To advance research in this area, this study explores using Epistemic Network Analysis, a technique that characterizes patterns in data by visualizing them as connected graphs, to characterize patterns in social behaviors exhibited by Teaching Assistants in a large-enrollment algebra-based physics course for non-majors. We recorded classroom interactions between teaching assistants and students in synchronous remote active-learning problem-solving sessions and coded the interactions for the types of social behaviors exhibited by the Teaching Assistants (e.g., addressing students by name or empathizing with student difficulties) as they engage groups of 2-3 students in breakout rooms. Using a validated survey measuring a construct related to teacher-student relationship quality, we identified the two instructors with the highest-rated and lowest-rated scores and compared the connected graphs describing the patterns in their social practices. We present the graphs and generate hypotheses about which social behaviors may contribute most to building or damaging relationships between Teaching Assistants and students. Our results can guide future research in Teaching Assistant-student relationships in physics classrooms and have implications for training Teaching Assistants to build rapport with students.

Characterizing social behavior patterns in teaching assistant interactions with students

In this study of a large enrollment introductory physics course, I investigated students' use of free online resources (YouTube, Khan Academy, Chegg) and newly-implemented class resources since the Covid-19 transition to remote learning. In my mixed-methods approach, I surveyed and interviewed students on their perceptions and use of expanded course resources which include: pre-lecture module with introductory videos, quizzes with instructional feedback, tutorial assignment with low-stakes grading parameters, and demonstration videos. Students also engage with weekly activities similar to pre-Covid-19 but adapted to the remote setting, including synchronous remote lectures and active-learning recitations, asynchronous recitation quizzes as exam-like practice, and online homework assignments. The survey data suggest students value the expanded course resources as helpful to their learning, and report little use of solutions sites like Chegg. Despite increased accessibility of virtual meetings, students still do not engage frequently with course office hours or the University Learning Centers.

Resources in Introductory Physics: Multiple Modes of Engagement and Feedback

Due to COVID-19, remote physics instruction has become ubiquitous. This research examines which practices are highly impactful for creating social connections between teaching assistants and students in synchronous remote settings. We recorded interactions between students and teaching assistants in introductory physics active learning problem solving sessions and coded teaching assistant behaviors for types of social practices (e.g., addressing students by name or expressing empathy about course workload). By administering a validated survey of social alignment to students at the end of their recorded sessions, we were able to determine which practices were most impactful to students’ feelings of social connection with their instructors. The results of this study have implications for training teaching assistants in facilitating remote problem-solving sessions.

Teaching Assistants’ High Impact Social Practices in Remote Physics Recitations

Poster Session 2B

poster

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

PS.B-SA-03: Examining student-side interactions with technology

technical paper

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

If you are registered please note that you need to be logged in with your AAPT email / credentials in order to get access.

Charles Ruggieri

3

SHORT BIO

Presentations

Characterizing social behavior patterns in teaching assistant interactions with students

Resources in Introductory Physics: Multiple Modes of Engagement and Feedback

Teaching Assistants’ High Impact Social Practices in Remote Physics Recitations

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