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Table 2 Classes, number of LAs and students who participated in the study, and LA pedagogical training

From: Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

University

Class

Modality

Semester

Number of LAs enrolled in study

Number of students enrolled in study

Pedagogical training:

length

instructor

main mode of facilitation training

A

Chemistry 2

Virtual

Fall 2020

4

96

1-h pedagogy course

PhD candidate in chemistry education

Video and transcript analysis

A

Chemistry 1

Virtual

Spring 2021

2

36

Same as previous

A

Chemistry 1

Virtual

Spring 2021

1

50

Same as previous

A

Chemistry 2

In-person

Fall 2021

1

80

1-h pedagogy course

Faculty in a different STEM discipline than chemistry

Video and transcript analysis

A

Chemistry 1

Hybrid

Spring 2022

2

28

1-h pedagogy course

Member of dean of students’ office

Video and transcript analysis

A

Chemistry 1

In-person

Spring 2022

2

51

Same as previous

B

Chemistry 2

Virtual

Fall 2020

5

129

2-h pedagogy & content training

Course instructor who is also STEM education research faculty

Mock facilitation

B

Chemistry 2

In-person

Fall 2021

5

113

2-h pedagogy course & 1 week of dialogic/authoritative facilitation training prior to start of semester

STEM education research faculty

Video & transcript analysis & mock facilitation

B

Physics 1

Virtual

Fall 2020

4

112

Asynchronous feedback throughout semester & pedagogical meetings early in semester

Course instructor who is also STEM education research faculty

Video & transcript analysis

B

Physics 2

Virtual

Spring 2021

3

40

Same as previous

B

Physics 1

In-person

Fall 2021

3

82

2-h pedagogy course

Course instructor who is also STEM education research faculty

Video & transcript analysis

B

Physics 1

In-person

Spring 2022

5

26

2-h pedagogy course

STEM education research faculty

Video & transcript analysis & mock facilitation

  1. The displayed pedagogy courses were offered during the semesters the LAs participated in the study. For new LAs, they took this course concurrent with their first semester of being an LA, and often this overlapped with the semester they participated in the study. For returning LAs, this course is not necessarily reflective of their pedagogical training, as they had taken a pedagogy course in an earlier semester. Individual information on the specifics of when each LA was trained/their histories in the LA program was not collected