Supporting Undergraduate STEMM Education: Perspectives from Faculty Mentors and Learning Assistants in Calculus II
Supporting Undergraduate STEMM Education: Perspectives from Faculty Mentors and Learning Assistants in Calculus II
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DOI：
10.3390/educsci11030143
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发表时间：
2021-03-01
影响因子：
3
通讯作者：
Griffith, Ken
中科院分区：
文献类型：
--
作者：
Hite, Rebecca;Johnson, Levi;Griffith, Ken
在高等教育中，学习助理（LA）-一个相对较新的演变基于同伴指导模式-在课堂上越来越受欢迎，因为大学努力满足本科生学习者的需求。与助教不同，LA是本科生，他们接受教师导师在内容领域指导和教学技能方面的持续培训。作为近同龄人，他们在课堂上协助指定的本科生（学生）小组。对LAs的研究表明，它们在降低大规模招生本科科学，技术，工程，数学和医学（STEMM）课程的高辍学率方面具有重要意义。然而，有一个关于LAs和STEMM教师导师之间的学习描述的缺乏。本文报道了教师导师和他们的合作LA在2020年春季期间在一所研究型大学的微积分II的学习关系方面的观点。使用探索性描述性的定性设计，教师（口头答复）和LAs（书面答复）反映了他们的关系。内容分析（编码）导致四个突出的类别（由教师和LA百分比，分别）在：表现出关怀和培养关系（47%，23%）;磨练教学技能（27%，36%）;准备上课和学生（23%，28%）;和微积分发展内容知识（3%，13%）。LA的好处，教师和方式开始LA计划在机构也进行了讨论。
In higher education, Learning Assistants (LAs)-a relatively recent evolution grounded in peer mentorship models-are gaining popularity in classrooms as universities strive to meet the needs of undergraduate learners. Unlike Teaching Assistants, LAs are undergraduate students who receive continuous training from faculty mentors in content-area coaching and pedagogical skills. As near-peers, they assist assigned groups of undergraduates (students) during class. Research on LAs suggests that they are significant in mitigating high Drop-Fail-Withdrawal rates of large enrollment undergraduate science, technology, engineering, mathematics, and medical (STEMM) courses. However, there is a dearth of description regarding the learning between LAs and STEMM faculty mentors. This paper reports on perspectives of faculty mentors and their cooperating LAs in regard to their learning relationships during a Calculus II at a research-oriented university during Spring of 2020. Using an exploratory-descriptive qualitative design, faculty (oral responses) and LAs (written responses) reflected on their relationship. Content analysis (coding) resulted in four salient categories (by faculty and LA percentages, respectively) in: Showing Care and Fostering Relationships (47%, 23%); Honing Pedagogical Skills (27%, 36%); Being Prepared for Class and Students (23%, 28%); and Developing Content Knowledge in Calculus (3%, 13%). Benefits of LAs to faculty and ways to commence LA programs at institutions are also discussed.