Examination of undergraduate learning assistants' science communication and science teaching approaches

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.