Presentation Title

The Undergraduate Whisperers: Learning Assistant Interventions in Introductory Psychology

Advisor Information

Stephanie Jesseau

Location

Dr. C.C. and Mabel L. Criss Library

Presentation Type

Poster

Start Date

2-3-2018 2:15 PM

End Date

2-3-2018 3:30 PM

Abstract

In an Introductory Psychology class (Psychology 1010, or Intro) at the University of Nebraska at Omaha, Learning Assistants (LAs) were employed with the intention of increasing student learning and achievement. LAs are undergraduates who have recently taken the class, and who assist with teaching both in and outside of class. During the spring semester of 2018, the three LAs who are currently assigned to Intro each devised an intervention aimed at helping students in the class succeed. The first intervention involves social media and e-mail communication, the second intervention involves establishing rapport and e-mail communication, and the third intervention utilizes pre-exam review sessions. Data are still being gathered, but we predict that scores (homework and exam scores, specifically) will be better this semester compared with previous semesters where no specific interventions were employed. Preliminary evidence is mixed, but we will continue to gather data throughout the semester and make final comparisons once the semester has concluded.

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COinS
 
Mar 2nd, 2:15 PM Mar 2nd, 3:30 PM

The Undergraduate Whisperers: Learning Assistant Interventions in Introductory Psychology

Dr. C.C. and Mabel L. Criss Library

In an Introductory Psychology class (Psychology 1010, or Intro) at the University of Nebraska at Omaha, Learning Assistants (LAs) were employed with the intention of increasing student learning and achievement. LAs are undergraduates who have recently taken the class, and who assist with teaching both in and outside of class. During the spring semester of 2018, the three LAs who are currently assigned to Intro each devised an intervention aimed at helping students in the class succeed. The first intervention involves social media and e-mail communication, the second intervention involves establishing rapport and e-mail communication, and the third intervention utilizes pre-exam review sessions. Data are still being gathered, but we predict that scores (homework and exam scores, specifically) will be better this semester compared with previous semesters where no specific interventions were employed. Preliminary evidence is mixed, but we will continue to gather data throughout the semester and make final comparisons once the semester has concluded.