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Abstract Title: How Do Tutorial TAs Set the Tone for Their Students?
Abstract: Tutorial students learn how to "do tutorial" primarily from the explicit and implicit messages that they get from their TAs.  These messages are most clearly evident in the first few weeks of the semester, as students and TAs negotiate their expectations regarding what kinds of answers are acceptable, who leads the conversation, and what the TA's and students' roles are during their conversations. We present a case study of a TA's interaction with a group of students during the first three weeks of the semester as they "set the tone" by communicating and negotiating their expectations.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Renee Michelle Goertzen
University of Maryland, College Park
Department of Physics
College Park, MD 20742
Phone: 240-821-0456
Co-Author(s)
and Co-Presenter(s)
Rachel E. Scherr
Department of Physics, University of Maryland, College Park

Andrew Elby
Department of Physics, University of Maryland, College Park