Many post-secondary learning support administrators (tutoring, mentoring, disability support, developmental courses, first-year advising, etc.) also have part-time or full-time teaching duties. This study attempts to examine the question of how experience with LAPs (learning assistance programs) impacts teaching philosophies and techniques of pedagogy when the same individual moves back and forth between administrating and teaching.
This research, when completed, will be shared with participants and with the larger academic community in the hopes of raising awareness and appreciation for the unique impact such experience has on instruction, and also in the hopes that LAP professionals will be given more appropriate opportunities to teach and to impact the pedagogy of their full-time faculty colleagues
Completion of the survey is voluntary, and a respondent can close the window or quit the survey at any time and their answers will not be saved. The question items are designed to be anonymous, and demographic data is only gathered to see if trends within the sample are evident that might suggest further lines of inquiry.
The primary investigator is Associate Professor of Sociology Jack Trammell at Randolph-Macon College, who worked in a learning center for 16 years and now is a full-time teaching faculty member. The PI can be contacted at: email@example.com
Your input in this research is important, and valued. Thank you for taking time to contribute to a better understanding of this phenomenon. The survey will take on average 10 to 12 minutes to complete.