Description:

Abstract: One objective for our physics and STEM programs is to create spaces that support students in developing a sense of belonging, science identity, and community, where they can play the role of active, engaged members of our instructional programs. One way to support this objective is to have students work alongside instructors on instructional reform through peer mentoring programs, such as the Learning Assistant (LA) Model. 

A key component to the success of the Learning Assistant (LA) Model is the relationship that forms between LAs and the instructors they work with to promote student learning. These relationships leverage the expertise of the LAs and place them in leadership roles where they can co-think, co-design, and co-develop activities and lessons with faculty, as well as provide insights to faculty about the students in the class and the learning environment. Interviews with LAs and faculty members, in addition to video from weekly preparation sessions illustrate the different types of partnerships that can evolve between LAs and faculty. 

This work highlights the importance and the benefits of building structure and providing space for different student leadership roles to foster inclusive learning spaces. 

This work is partially supported by the Department of Education, The National Science Foundation (DUE# 1524829, 1911341), and the Illinois Space Grant Consortium (ISGC).

Seminar Speaker: Mel Sabella, Chicago State University

Host: Gayle Ratliff

Meeting Details:
Monday, May 24, 2021 at 2:00 pm (Central Time) on Zoom.

Zoom info:
Please email samantha.westlake@northwestern.edu if you would like access to the Zoom meeting link.