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Examination of Undergraduate Learning Assistants' Science Communication and Science Teaching Approaches

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Title: Examination of Undergraduate Learning Assistants' Science Communication and Science Teaching Approaches
Language: English
Authors: Madelyn Spengler, Nicole Kelp (ORCID 0000-0001-8462-5689)
Source: Journal of Microbiology & Biology Education. 2026 27(1).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Teaching Assistants, Science Instruction, Teaching Methods, Science Education, Communication (Thought Transfer), Communication Strategies, Inclusion, Science Teachers, Discussion (Teaching Technique)
Geographic Terms: Colorado
ISSN: 1935-7877
1935-7885
Abstract: Undergraduate learning assistants (ULAs) are a tool to help increase the inclusivity and success of large-enrollment STEM courses for all students. ULAs are trained in inclusive pedagogy but are generally not trained in inclusive approaches to science communication with the students they are teaching. In this study, we interviewed ULAs regarding their science teaching and science communication approaches and thematically analyzed those interviews using deductive thematic analysis based on theories in science communication and discourse analysis. We found that ULAs are generally using inclusive communication tactics such as connection with their students but using deficit-based rather than asset-based perspectives and goals toward their students. This highlights the opportunity to train ULAs in deficit versus inclusive science communication as a tool to increase their ability to utilize inclusive, asset-based perspectives and approaches with their students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504668
Database: ERIC
FullText Text:
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  Data: Examination of Undergraduate Learning Assistants' Science Communication and Science Teaching Approaches
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  Data: <searchLink fieldCode="AR" term="%22Madelyn+Spengler%22">Madelyn Spengler</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+Kelp%22">Nicole Kelp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8462-5689">0000-0001-8462-5689</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2026 27(1).
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  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+%28Thought+Transfer%29%22">Communication (Thought Transfer)</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Strategies%22">Communication Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Colorado%22">Colorado</searchLink>
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  Data: Undergraduate learning assistants (ULAs) are a tool to help increase the inclusivity and success of large-enrollment STEM courses for all students. ULAs are trained in inclusive pedagogy but are generally not trained in inclusive approaches to science communication with the students they are teaching. In this study, we interviewed ULAs regarding their science teaching and science communication approaches and thematically analyzed those interviews using deductive thematic analysis based on theories in science communication and discourse analysis. We found that ULAs are generally using inclusive communication tactics such as connection with their students but using deficit-based rather than asset-based perspectives and goals toward their students. This highlights the opportunity to train ULAs in deficit versus inclusive science communication as a tool to increase their ability to utilize inclusive, asset-based perspectives and approaches with their students.
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  Data: EJ1504668
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Teaching Assistants
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Communication (Thought Transfer)
        Type: general
      – SubjectFull: Communication Strategies
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: Colorado
        Type: general
    Titles:
      – TitleFull: Examination of Undergraduate Learning Assistants' Science Communication and Science Teaching Approaches
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            NameFull: Nicole Kelp
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              Type: published
              Y: 2026
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              Value: 1935-7877
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              Value: 27
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            – TitleFull: Journal of Microbiology & Biology Education
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