Longitudinal development of Learning Assistants' approaches to teaching and learning

We present longitudinal data from a Learning Assistant (LA) program that includes LAs in physics, astronomy, and 7 other STEM fields. All first-time LAs write reflection assignments about their interactions with students, and all returning LAs write about their goals for the semester and how they have achieved these goals. In this study, we look at data from students who were LAs for multiple semesters, and trace the development over time of how they think about teaching and learning.