P101: Learning coach experience: Benefits and challenges as perceived by peer tutors of an introductory chemistry course

Author: Kathryn Asala, University of North Carolina at Charlotte, USA

Co-Author: Kate Popejoy, University of North Carolina - Charlotte, USA

Date: 8/3/14

Time: 4:00 PM4:20 PM

Room: MAN 122

Related Symposium: S15

Small-group collaborative workshops, led by peer Learning Coaches (LCs), have been incorporated into multiple sections of large-lecture General Chemistry I courses since 2011 to promote student-centered learning. Using triangulated data sources, this study investigates the benefits and challenges to the Learning Coaches. Data were collected from three sources: 1) document analysis, 2) interviews with the LCs, and 3) interviews with the faculty supervisors. Inductive data analysis was performed to identify themes present and to highlight the commonalities in the LC experience as perceived by the leaders. Emergent themes include: 1) challenges of dealing with diverse learners, 2) beneficial content development through teaching, and 3) challenges of implementing inquiry-teaching methods in the workshops. It is hoped that through the LC program, we may recruit high-quality STEM majors to the field of teaching. Analysis of the LC experience may help us to tailor the experience to do so.