Building a Grassroots Learning Assistant Program

Abstract

Learning Assistants (LAs) are undergraduates who work in active-learning classrooms with students facilitating discussions and encouraging deeper thinking, while also receiving pedagogical training. We describe how we built an LA program at a regional comprehensive university starting as a grassroots STEM initiative to recruit teachers, and expanding into a campus-wide multi-disciplinary program focusing on student success in a variety of general education courses. Additionally, in the 2020-2021 academic year, we conducted a formative assessment to further understand the program's impact. Our findings revealed strong alignment among students, faculty, and LAs regarding the LA's role in student learning. Qualitative themes from student surveys and faculty expectations resonated with LAs' weekly field note reflections. One surprising discovery was the consensus that LAs provided substantial support beyond the classroom. This suggests that LAs play a multifaceted role in enhancing student success, extending their influence beyond facilitating in-class discussions.

Keywords

• learning assistants
• peer-led team learning
• active learning
• mentoring
• student success
• qualitative research
• alignment