Engaging in self-study to support collaboration between two-year colleges and universities

Cochran, Geraldine L.; Duzor, Van; Sabella, Mel; Geiss, Brian J.

doi:10.1119/perc.2016.pr.014

Cited by 4 publications

(4 citation statements)

References 5 publications

(6 reference statements)

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“…Mery and Schiorring (2011 , p. 33) claim that “community colleges must be involved in any effort to increase baccalaureate attainment rates.” There are many models for what these partnerships might look like (e.g., Phelps and Prevost, 2012 ; Hirst et al. , 2014 ; Cochran et al. , 2016 ; DeLeone et al.…”

Section: Literature Review and Motivationmentioning

confidence: 99%

Narrative Analysis of a Woman’s Experience Transferring from a TYC Reveals Impact of Supporting Characters

Wood

Sawtelle

2022

LSE

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Section: Literature Review and Motivationmentioning

confidence: 99%

Narrative Analysis of a Woman’s Experience Transferring from a TYC Reveals Impact of Supporting Characters

Wood

Sawtelle

2022

LSE

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“…Additional outcomes include faculty development, course and programmatic transformation, evolution of faculty roles, and generally improved alignment between partnered institutions. The two partnerships share several features that they contribute to success; these include, but are not limited to, leadership from faculty, equitable and regular communication between representatives from both partnered institutions, nonhierarchical partnerships, and a strong focus on evidence-based teaching (Cochran, Van Duzor, Sabella, & Geiss, 2016;De Leone, Price, Sabella, & Van Duzor, 2019).…”

Section: Goal 4: Departmental and Institutional Changementioning

confidence: 99%

“…Additionally, the LA model can be a source of student networks that improve the connection of underrepresented minority students to a STEM department (Goertzen, Brewe, & Kramer, 2013). Furthermore, some studies have used the LA model to generate and validate new teaching methods and assessments (Chini, Straub, & Thomas, 2016;Cochran et al, 2016;Davenport et al, 2017;Talbot, 2013). The LA model can also facilitate the implementation of other evidence-based methods, which has been demonstrated by a number of studies (Table 3).…”

Section: Additional Outcomes Of the La Modelmentioning

confidence: 99%

A scoping review of literature assessing the impact of the learning assistant model

Barrasso

Spilios

2021

IJ STEM Ed

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Much of modern education reform is focused on implementation of evidenced-based teaching, but these techniques are sometimes met with trepidation from faculty, due to inexperience or lack of necessary resources. One near-peer teaching model designed to facilitate evidenced-based teaching in Science, Technology, Engineering, and Mathematics classrooms is the Learning Assistant (LA) model. Here, we describe the details of the LA model, present a scoping review of literature using the four original goals of the LA model as a framework, and suggest future areas of research that would deepen our understanding of the impact that the LA model may have on education. We summarize how the LA model improves student outcomes and teacher preparation and identify a relative deficiency of literature that addresses how the LA model impacts faculty and departmental/institutional change. Additionally, of the 39 papers reviewed, 11 are strictly pre-experimental study designs, 28 use quasi-experimental designs or a combination of quasi and pre-experimental, and none of them included a true experimental design. Thus, we conclude that current studies suggest that LA model positively impacts education, but more refined assessment would improve our understanding of the model. Furthermore, despite the encouraging research on the impact of the LA model and the proliferation of LA programs at institutions across the world, the study of the LA model has been, for the most part, limited to a small group of education researchers. Therefore, a major objective of this review is to introduce the LA model to a new group of instructors and researchers who can further our understanding of this promising model.

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“…Questions remain, however, about how to conduct research useful to practitioners, to involve practitioners in performing research, and how to best apply RPP findings to educational practice [11][12][13]. Despite their wide recognition in educational fields [11,14], RPPs are under-studied in physics education research (PER) (see [15,16] for curriculum-centered partnerships). While several have investigated RPPs in informal science spaces [1,[17][18][19][20], few have taken place in informal physics environments [21], where learning goals are situated in the discipline's distinct content, practices, and culture and in the particular difficulties students may experience in that discipline [10].…”

Section: Introductionmentioning

confidence: 99%

You pick my brain and I'll pick yours: a pilot case study of research-practice partnership in an informal physics space

Izadi¹,

Gennuso²,

Sherriffs³

2022

2022 Physics Education Research Conference Proceedings

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Research-Practice Partnership (RPP) is recognized as a valuable tool for generating actionable research and improving educational practices by involving practitioners and researchers in both research and the implementation of research findings. However, creating and maintaining such partnerships is challenging; it requires time and financial resources, and a team with diverse expertise and high commitment. Despite their wide recognition in educational fields, RPPs are under-studied in physics education research and literature in informal physics programs is sparse. In this paper, we present a case study of RPP between a physics education researcher and an informal physics practitioner. We describe the development and maintenance of this partnership and use qualitative and ethnographic methods to investigate practitioner-driven concerns about self-evaluation practices and attendance in the program under study, an informal conference for physics teachers. We found evidence that surveys and ethnographic interviews provided complementary data: surveys allowed the practitioner to learn about their audience's motivations, needs, and perception of the program's value. Ethnographic interviews were particularly useful as a means to elicit actionable ideas for how conference organizers might better support teacher attendance. In addition, participating in the RPP provided the practitioner with skills that they can carry forward into their future assessment work and yielded actionable insights beneficial to both practitioner and audience. Our experience suggests that RPPs in informal physics spaces face many of the same challenges as those conducted in formal education settings, and that best practices documented for formal education RPPs will also be of benefit to them.

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Engaging in self-study to support collaboration between two-year colleges and universities

Cited by 4 publications

References 5 publications

Narrative Analysis of a Woman’s Experience Transferring from a TYC Reveals Impact of Supporting Characters

Narrative Analysis of a Woman’s Experience Transferring from a TYC Reveals Impact of Supporting Characters

A scoping review of literature assessing the impact of the learning assistant model

You pick my brain and I'll pick yours: a pilot case study of research-practice partnership in an informal physics space

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