Transforming teaching assistant roles into co-creators of instruction

Auteurs-es

  • Amrita Kaur
  • Wei Zou
  • Ziyu An
  • Yuhao Ma
  • Kehan Lu
  • Qingqing Zhou

DOI :

https://doi.org/10.15173/ijsap.v8i2.5555

Mots-clés :

student-faculty partnership, student engagement, empowerment, pedagogical gains, power dynamics

Résumé

This case study explores the implementation of a collaborative initiative that transformed the traditional role of teaching assistants (TAs) into student-faculty partners in two psychology courses. The objective of the collaboration was to leverage the insights and contributions of undergraduate students as co-creators of instruction for students’ engagement and meaningful learning experience. The case study highlights the processes, impacts, and challenges of these partnerships, revealing opportunities for student partners to develop pedagogical and assessment literacy, enhance communication and leadership skills, and gain insights into student behaviors and preferences. Pedagogical and curricular gains were observed, including the incorporation of student insights into instructional activities and improved teaching materials. However, challenges related to power dynamics and student perceptions of privilege were also identified. The findings emphasize the importance of careful navigation and the creation of meaningful opportunities for student engagement in higher education.

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Références

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Publié-e

2024-10-15

Comment citer

Kaur, A., Zou, W., An, Z., Ma, Y., Lu, K., & Zhou, Q. (2024). Transforming teaching assistant roles into co-creators of instruction. International Journal for Students as Partners, 8(2), 107–116. https://doi.org/10.15173/ijsap.v8i2.5555

Numéro

Vol. 8 No. 2 (2024)

Rubrique

Case Studies

Licence

(c) Tous droits réservés Amrita Kaur, Wei Zou, Ziyu An, Yuhao Ma, Kehan Lu, Qingqing Zhou 2024

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