The Impact of Learning Assistants Establishing Trust in an Active Learning Classroom

Having instructors adopt to a new active learning curriculum and pedagogy has its challenges, where many new instructors resort to same style of teaching as they were taught in (Nguyen, K. et al, 2021). At FIU, the introductory modeling physics course is a student-centered active learning classroom with little to no lecture time. The course is facilitated by a lead instructor and several learning assistants (LAs). We present a study that focuses on the personal experiences of new LAs as proxies of "new instructor". We investigate all the challenges and critical aspects of adopting an active learning pedagogy and managing social dynamics of the class. We are particularly focused on the ways in which new instructors develop a sense of trust with the students while teaching students content in a social learning environment. We collected data through focus groups interviews with 5 LAs that are teaching a new curriculum for the algebra-based introductory physics course. Initial findings suggest that creating a personal connection or showing interest in the student’s lives can establish trust in the learning dynamic. Trust is also experienced through the dynamic, where the new instructors establish trust through teaching strategies. We hope to characterize ways in which instructors feel comfortable adopting active learning pedagogy for a wider range of adopters.

Nguyen, Kevin A., et al. "Instructor strategies to aid implementation of active learning: a systematic literature review." International Journal of STEM Education 8 (2021): 1-18.