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Abstract Title: How ideas from Learning Assistants can inform instruction and shift power dynamics in STEM classrooms
Abstract: The Learning Assistant (LA) Model involves undergraduate students as peer support in STEM classrooms. LAs meet weekly with the instructors in whose classes they serve. Although there are a number of models of interaction between LAs and instructors, there is the potential for LAs to take up power and responsibility in these relationships. We provide examples of how LAs can be invited more intentionally as collaborators where they are integral participants in instructional design. We show that involvement in this collaborative relationships with faculty is important to LAs in feeling like valued members, rather than guests, in learning and teaching communities. We draw on the framework of "rightful presence" (Calabrese-Barton & Tan, 2017), used to understand equity-oriented teaching, as a useful lens in analyzing collaborative partnerships in the LA Model.

* supported by the National Science Foundation (DUE#1524829) and the Department of Education.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B75

Author/Organizer Information

Primary Contact: Mel S. Sabella
Chicago State University
Department of Chemistry and Physics
9501 S. King Drive - SCI 309
Chicago, IL 60628
Phone: 773-995-2172
and Co-Presenter(s)
Dontrell Cornelius, Chicago State University
Felicia Davenport, Chicago State University
Fidel Amezcua, Chicago State University
Andrea Van Duzor, Chicago State University