Development of the Preparation Session Observational Tool (PSOT) for Quantitative Analysis by Probing the Underlying Behaviors that Contribute to Various Learning Assistant-Faculty Relationships

TL;DR

This paper introduces the Preparation Session Observation Tool (PSOT), a new instrument designed to analyze and improve the interactions between faculty and Learning Assistants during weekly content preparation sessions, enhancing LA programs.

Contribution

The paper presents the development of PSOT, a novel observational tool for quantitatively analyzing faculty-LA interactions to support LA program implementation and improvement.

Findings

PSOT effectively captures faculty-LA interaction patterns.

Analysis with PSOT reveals factors influencing partnership quality.

PSOT can guide enhancements in LA-faculty collaboration.

Abstract

In order to have a successful Learning Assistant Program it is important to create adequate support tools and resources to adopt and implement the model. The Learning Assistant Model was created at the University of Colorado-Boulder and consists of three essential elements (pedagogy, content, and practice). Our research focuses on the content component, or the weekly content preparation session, in which faculty and their Learning Assistants (LAs) meet to discuss course objectives, content, pedagogical approaches, and student learning. For this study, video recordings of weekly content preparation sessions of various LA-faculty assignments at Chicago State University were analyzed. This data and a review of previous research on observation protocols led us to develop the Preparation Session Observation Tool (PSOT). PSOT is used to develop a better understanding of how the weekly content preparation sessions are fostering different types of partnerships. It is expected that PSOT data can be used by new adoptees of the LA Model and experienced members of LA Programs to analyze their weekly content preparation session in order to improve or change LA-faculty working relationships.