United States

Introductory physics labs at the University of Illinois Urbana-Champaign make use of Undergraduate Learning Assistants (LAs) to assist with the implementation of reformed lab activities. As the reformed lab program has been scaled up to include a greater selection of introductory courses, the high initial demand for LAs in calculus-based lab sections has led to expert LAs (ELAs) from the algebra-based introductory physics courses being recruited to teach in lab sections beyond their course experience. In this presentation, the attitudes and traits of the ELAs that choose to make the jump to the calculus-based introductory physics labs will be discussed, along with the provisions made within the lab course to aid with the transition.

AAPT SM 20

They&#39;re smarter than us: Algebra-based learning assistants in calculus-based labs

assistant

identity

inquiry

interview

learning

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

They're smarter than us: Algebra-based learning assistants in calculus-based labs

technical paper

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“Big Data” Analysis of Postsecondary Student Engagement and Performance: Insights and Perils

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Toward a Neurobiological Basis for Understanding Learning in Physics Courses

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Designing for Cultural Relevance in Observational Astrophysics at Texas State

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Attitudes and Approaches to Problem Solving: Gender and Instructional Method

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Creating a Biomechanics Course for Future Occupational Therapists - Twice!

Some physics questions prove difficult for students even after research-based instruction and demonstration of relevant conceptual knowledge. Recent studies have indicated that reflexive, bottom-up reasoning processes seemingly unrelated to conceptual understanding may be responsible for these difficulties. These studies also suggest that attending to these bottom-up processes during instruction may improve performance to a greater degree than attending solely to top-down, analytical reasoning. It is important to leverage these findings to produce meaningful improvements to instruction. Towards that end, we have investigated the impact of a training targeted at reflexive, bottom-up reasoning processes on questions related to balanced forces and compared results to a more standard, top-down approach to the same topic. This talk will relate the findings and suggest implications for future work.

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Eleven Years of Faculty Professional Development in STEM: Lessons Learned

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Response Patterns by Introductory Physics Students on Mathematics Diagnostic Tests

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They're smarter than us: Algebra-based learning assistants in calculus-based labs

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