The Learning Assistant Program is a relatively recent advancement in undergraduate education. The core tenet of the program aims to have undergraduate students use instructor-approved and research-backed group activities and discussions along with general peer support to encourage active participation in the course they assist in. Students requiring special accommodations make up a significant portion of students. In this poster, learning assistant anecdotes of interactions with these populations are presented. The use of learning assistants and dialogue between pertinent entities, the instructor, and the student as a means of allowing needed flexibility in these courses are explored. Sponsored by: Sujata Krishna, Ph.D.

Creating Connections

The Learning Assistant (LA) Program can be used as a pathway for students to develop pedagogical skills and gain independence in a variety of different learning environments. Here we describe the growth of a Physics LA over four semesters. Starting with a course in pedagogy along with the active facilitation of group learning, we can see the LA creating a strong foundation in their educational skills. Through diversity and inclusion trainings, the LA can start to cater to the different learning styles of students more effectively. As the LA becomes more adept in assisting students, they can take on more independent tasks like running discussion boards, providing exam reviews, and hosting office hours. After just four semesters, we can see the LA becoming self-sufficient in the classroom setting. Throughout their experience, the LA continually receives mentoring from professors and establishes rapport with peers of similar paths.

The Growth of a Physics Learning Assistant over Four Semesters

I report on two synchronous online courses: an algebra-based introductory Applied &nbsp;Physics I course to a broad-spectrum of non-physics majors, and an algebra-based Physics II course to post-baccalaureate pre-Health students. Active learning has been established in these courses in the form of small group problem solving sessions with Teaching/Learning Assistants. Additionally, I developed an active, graded discussion board. Experienced learning assistants worked with me to post open-ended questions for students, approximately once a week for the first few weeks. The aim was to get a dialogue going among students themselves after the initial weeks of prompting. They were encouraged to help one another with tips on homework questions. &nbsp;Part of the aim was to get students to use physics terminology. &nbsp;This resulted in several interesting threads revealing areas of misconception. I will highlight some of these discussions and report on how peer-discussion can enhance learning outside of class time. &nbsp;

Sujata Krishna

3

2

SHORT BIO

Stay up to date with the latest Underline news!

PRESENTATIONS

CONFERENCES

COMPANY

RESOURCES