Table 2 A summary of studies cited in this article that reference LAs, but do not assess any of the original goals

Becker et al. (2016)

LAs and teaching fellows have generally similar views on the roles of LAs, teaching fellows, and professors, with some different perceptions of the responsibility and influence of teaching fellows.

Davenport et al. (2017)

The Preparation Session Observation Tool is a valuable tool for reflecting on LA partnerships with faculty, teaching assistants, and other staff.

Cao et al. (2018)

LAs in engineering perceive their roles primarily as communicators and identify communication skills and deep content knowledge as critical skills for being an LA.

Chini et al. (2016)

Training LAs with a virtual classroom simulator allows them to practice critical skills and informs faculty of shortcomings in LA training.

Cochran et al. (2013)

A framework to assess LA written reflections and provide feedback to improve reflective writing was described.

Cochran et al. (2013)

Reflecting on teaching is a valuable practice for LAs because they allow for reevaluation and in some cases changes to teaching styles.

Goertzen et al. (2013)

The LA program provides an opportunity for underrepresented minority students to form connections with members of the Physics Department and become better physics learners.

Talbot (2013)

Using an item-level approach to assess concept inventory results as opposed to a student-level approach can provide more detailed insight into student learning gains.

Talbot et al. (2016)

The CHAT framework serves a model to measure and describe student success associated with LA course transformation.