Research on the Development of Faculty, Graduate Teaching Assistants, and Undergraduate Learning Assistants

Abstract

This chapter explores the literature that investigates how physics instructors are supported when building learning environments that capitalize on research-based instructional strategies. The research demonstrates the value of real-time, context-specific, faculty development models that explicitly build on their knowledge and experience. Similarly, the research on Graduate Teaching Assistants highlights the value of their training being situated in teaching practice and the value of Graduate Teaching Assistants feeling like a part of the instructional team, in partnership with faculty members who lead a course. The Learning Assistant model is presented in this chapter as a real-time, context-specific solution to faculty development, where Learning Assistants, Graduate Teaching Assistants, and faculty members serve on an instructional team that is supported by LA program staff in their mission to improve their instruction and increase student voice in the classroom.