دورية أكاديمية
Development of Learning Assistants to Improve Student Success
| العنوان: | Development of Learning Assistants to Improve Student Success |
|---|---|
| اللغة: | English |
| المؤلفون: | Sandra L. Pettit, Clifford L. Henderson |
| المصدر: | Chemical Engineering Education. 2024 58(1):29-36. |
| الإتاحة: | Chemical Engineering Education, Chemical Engineering Division of ASEE. 675 Wolf Ledges Parkway Suite 2459, Akron, OH 44309. Tel: 352-682-2622; e-mail: cee@che.ufl.edu; Web site: https://journals.flvc.org/cee/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Assistants, College Faculty, Program Development, Success, College Students, Engineering Education |
| DOI: | 10.18260/2-1-370.660-132217 |
| تدمد: | 0009-2479 2165-6428 |
| مستخلص: | With the growth in engineering enrollments, faculty members may find themselves in relatively large classes where they may feel the need for extra teaching assistants, may desire methods and resources to provide more individualized or small group student contact time, and may want to employ more modern teaching methodologies to improve student learning. Offering a course in a flipped/blended modality or utilizing active learning in a large class provides opportunities for students to practice their problem-solving skills in a group setting and leverage learning from one another. Numerous studies have shown the benefits of these pedagogical techniques. However, if a student struggles for too long or exerts extended effort towards an incorrect solution, they can become frustrated with the process and disengage from the content. Therefore, monitoring of student progress and timely intervention are key to maximizing student success. This enhanced student interaction can be accomplished by incorporation of learning assistants into the teaching team. Learning Assistants (LA) are guides to the learning process that participate in in-class problem solving, facilitate group work and discussions, and generally support active engagement in the classroom. The goal of this paper is to familiarize faculty with the use of Learning Assistants (LA) to optimize student success in courses which utilize student-centered learning approaches and to present concepts, strategies and resources to enable the development of LA programs. For faculty with no prior experience in near-peer techniques and no existing LA program at their institution, the perceived barriers to initiate the use of LAs can be high. By summarizing the benefits, providing a simplified framework, and presenting tools and resources adapted to engineering curricula, the bar for entry is lowered for faculty who use this paper as a guide to begin their own utilization of LA methods in their courses and departments. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1415212 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0009-2479 2165-6428 |
|---|---|
| DOI: | 10.18260/2-1-370.660-132217 |