Bielefeldt, A., & Schill, S., & Passov, H. (2022, August), Work In Progress: Intersections between mentoring attributes and  outcomes among Learning Assistants  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40711

\bibitem{asee_peer_40711}
  Bielefeldt, A., \& Schill, S., \& Passov, H. (2022, August), \emph{Work In Progress: Intersections between mentoring attributes and  outcomes among Learning Assistants}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40711

Angela Bielefeldt, Sabina Schill, and Haley Passov.  "Work In Progress: Intersections between mentoring attributes and  outcomes among Learning Assistants".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://sftp.asee.org/40711 Internet.  03 Jul, 2024

\bibitem{asee_peer_40711}
  Angela Bielefeldt, Sabina Schill, and Haley Passov.
  "Work In Progress: Intersections between mentoring attributes and  outcomes among Learning Assistants".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://sftp.asee.org/40711 Internet.  03 Jul, 2024

@INPROCEEDINGS{asee_peer_40711
author = "Angela Bielefeldt, Sabina Schill, and Haley Passov"
title = "Work In Progress: Intersections between mentoring attributes and  outcomes among Learning Assistants"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://sftp.asee.org/40711}
number = {10.18260/1-2--40711}
}

TY  - CPAPER
AB  - Learning Assistants (LAs) are undergraduate students that serve as course assistants in STEM courses to facilitate the learning of their near-peers. This paper explored the perspectives of LAs at four institutions with respect to mentoring and their personal outcomes. Interviews with program coordinators revealed different goals and implementation of the LA programs at each institution. Survey responses from the LAs revealed differences by school in the percentage who felt that they had been mentored as well as how the LA’s perceived that they had mentored others. The most common outcomes from serving as an LA were teaching skills, communication skills, confidence, and satisfaction from giving back. Statistically significant correlations were found between some mentoring attributes and outcomes, such as perceiving that their mentoring included listening was correlated with the outcomes of satisfaction from giving back (phi 0.323) and communication skills (phi 0.134). The results may be impacted by COVID-related online instruction. This preliminary study is laying the groundwork for a larger study to examine the ties between different LA program characteristics and the outcomes for LAs.
AU  - Angela Bielefeldt
AU  - Sabina Schill
AU  - Haley Passov
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work In Progress: Intersections between mentoring attributes and  outcomes among Learning Assistants
UR  - https://sftp.asee.org/40711
DO  - 10.18260/1-2--40711
ER  -