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Conference Proceedings Detail Page

written by Lauren A. Harris, Ian D. Beatty, and William J. Gerace
UNCG has an innovative Learning Assistant (LA) program, in which upper-class undergraduate physics majors teach laboratory sections of the introductory calculus-based physics sequence. The lecture section's professor provides supervision and determines the overall learning objectives and structure of the labs, but the team of LAs develop the detailed lesson plans, write up all handouts and quizzes, conduct the lab sessions, and evaluate student work. This gives the LAs a genuine voice in planning and teaching, and increases the authenticity of the teaching experience. In order to investigate the impact of this teaching experience upon physics majors, we interviewed five current and former LAs. We analyzed the interview transcripts via emergent thematic analysis to identify the most prevalent impacts, and then viewed the results through the lens of professional identity development. We claim that the LA experience helps grow three aspects of physics majors' professional identity: their sense of themselves as a physics teacher, as a physics student, and as a member of a community of practice.
Physics Education Research Conference 2013
Part of the PER Conference series
Portland, OR: July 17-18, 2013
Pages 173-176
Subjects Levels Resource Types
Education - Applied Research
- Careers
- Classroom Management
- Teacher Preparation
= Early Teaching Experiences
Education - Basic Research
- Cognition
= Cognition Development
- Student Characteristics
= Affect
- Upper Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2013.pr.031
PACSs:
01.40.Fk
01.50.Qb
01.40.gb
01.40.jc
Keywords:
Identity, Laboratory Instruction, Learning Assistants, PERC 2013, Teaching Assistants, Undergraduate Instructors
Record Cloner:
Metadata instance created January 30, 2014 by Lyle Barbato
Record Updated:
January 30, 2014 by Lyle Barbato
Last Update
when Cataloged:
December 16, 2013
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Record Link
AIP Format
L. Harris, I. Beatty, and W. Gerace, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13133&DocID=3681).
AJP/PRST-PER
L. Harris, I. Beatty, and W. Gerace, Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13133&DocID=3681>.
APA Format
Harris, L., Beatty, I., & Gerace, W. (2013, July 17-18). Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved October 30, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13133&DocID=3681
Chicago Format
Harris, L, I. Beatty, and W. Gerace. "Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13133&DocID=3681 (accessed 30 October 2014).
MLA Format
Harris, Lauren, Ian Beatty, and William Gerace. "Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors." Physics Education Research Conference 2013. Portland, OR: 2013. 173-176 of PER Conference. 30 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13133&DocID=3681>.
BibTeX Export Format
@inproceedings{ Author = "Lauren Harris and Ian Beatty and William Gerace", Title = {Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors}, BookTitle = {Physics Education Research Conference 2013}, Pages = {173-176}, Address = {Portland, OR}, Series = {PER Conference}, Month = {July 17-18}, Year = {2013} }
Refer Export Format

%A Lauren Harris
%A Ian Beatty
%A William Gerace
%T Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors
%S PER Conference
%D July 17-18 2013
%P 173-176
%C Portland, OR
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13133&DocID=3681
%O Physics Education Research Conference 2013
%O July 17-18
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Harris, Lauren
%A Beatty, Ian
%A Gerace, William
%D July 17-18 2013
%T Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors
%B Physics Education Research Conference 2013
%C Portland, OR
%P 173-176
%S PER Conference
%8 July 17-18
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13133&DocID=3681


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Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors:


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