Since Fall 2014, I have been working with Dr. Gail Begley, Dr. Hilary Schuldt, and Lisa Roe on a project examining Undergraduates as Partners in a High-Impact Practice: Lessons from the Service-Learning Teaching Assistant Program. Through the many stages of this project, we had many opportunities to present our work, allowing for feedback during the duration of our research process. Our manuscript is currently in press, here is the abstract from the culmination of this work:

An undergraduate teaching assistant program was 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. To explore the relationship between faculty and their teaching assistants and better understand how the faculty may have come to view the teaching assistants as partners, we conducted in-depth interviews with faculty across a range of academic disciplines and experience levels who had worked with one or more undergraduate teaching assistants. The data revealed that while the faculty participants did appreciate receiving logistical assistance with service-learning, they also benefited from partnering with the student as a colleague who supported their teaching more broadly. We also found that faculty viewed the partnership in different ways depending on their level of experience with Service-Learning pedagogy.

We presented at the following:

International Association for Research on Service-Learning and Community Engagement (IARSLCE), Fall 2015
Conference for Evidence-Based Teaching (CAET), Northeastern University, Spring 2015, 2016, and 2017

Our final presentation at CAET in Spring 2017 focused on our collaborative research process, and was titled Building Bridges,
Not Walls: Structuring Collaborative, Cross-Departmental Research. Slides from this presentation can be found here.