This article provides advice on how to be a successful leader in the classroom, especially in relation to SLTAs leading their own peers.
Alexa N. Darby, Frances Ward-Johnson, Tammy Cobb
The study below focuses on seeks to understand the issues community partners face and the role they play in working with academic service-learning students whose backgrounds differ from those of their organization’s clients. The two main themes that emerged from the participants’ responses—college students’ initial reactions to diverse clients, and community partners as co-educators—illuminate community partners’ vital contribution to diversity education. Eliciting community partners’ perspectives will help university administrators, faculty, and students, as well as community organizations themselves, understand the influential role community partners and clients play in advancing diversity education.
Gail S. Begley, Becca Berkey, Lisa Roe, Hilary E. Y. Schuldt
The following article examined the relationships between faculty and their teaching assistants in an undergraduate teaching assistant program developed at Northeastern University in the US to ease the challenges faculty faced in incorporating Service-Learning into their teaching. Feedback from faculty suggested that the undergraduates trained to assist them with purely logistical tasks were becoming partners in teaching.
- Faculty and SLTAs can use these articles to better understand the role of the SLTA and maximizing the potential of an SLTA.
- SLTAs can use these resources to gain information on how to effectively lead peers, especially at service sites, through their leadership roles in course collaborations.