The Development of Transferrable Skills in Community College Students Through Learning Assistantships.
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| Title: | The Development of Transferrable Skills in Community College Students Through Learning Assistantships. |
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| Authors: | Jakopovic, Paula1 (AUTHOR) paulajakopovic@unomaha.edu, Howard, Brigid2 (AUTHOR), Mardock, Naomi2 (AUTHOR) |
| Source: | Community College Review. Jul2026, Vol. 54 Issue 3, p339-359. 21p. |
| Subject Terms: | *Teachers' assistants, *Student development, *Community college students, *Mathematics education, *Evaluation methodology, *Qualitative research, Leadership, Social skills |
| Abstract: | Purpose/Research Question: This study adds to the literature exploring how mathematics learning assistantships can influence community college student development as explored through the lens of value. Thus, the research question for this study was: What types of value do undergraduate students at community colleges find engaging as learning assistants in mathematics courses? Methods/Results: This study utilized qualitative data collection and analysis, exploring value through a theoretical framework comprised of five value cycles ranging from "immediate" to "transformative." Participants primarily identified finding immediate value in learning about teaching, helping students, and developing personal skills through their experiences as learning assistants. Conclusions: Findings suggest that learning assistantships can be beneficial to community college students, even when they are not pursuing a pathway in education. Learning assistantships provide a supportive environment for students to learn a number of transferrable skills, such as confidence, communication, and leadership experience. [ABSTRACT FROM AUTHOR] |
| Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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