the learning assistant model

what is a learning assistant (LA)?

Learning Assistants are undergraduate students who facilitate active engagement and learning among students in a course, under the GUIDANCE OF a faculty mentor, WEEKLY PREPARATION SESSIONS, AND (sometimes) A PEDAGOGY COURSE.

what do LAs do?

They...

• interact with students and assist in their learning (practice);
• engage with faculty mentors in weekly meetings for the purposes of preparation and problem-solving (content);
• some participate in a semester-long pedagogy course specifically designed for new LAs (pedagogy).

practice/interaction

LAs focus mainly on eliciting student thinking and helping each student participate in developing a shared understanding of the course materials.

This may take the form of in-class discussion leadership with small groups of students; in-class project or assignment work with small groups of students; individual tutoring in office hours; leading group work/Supplemental Instruction sessions outside of class; or some combination of these.

content/preparation

LAs meet with their coordinators and/or faculty as a team around once a week to prepare for future classes, develop deeper content understanding, and exchange information about how students are progressing in the course.

pedagogy

The pedagogy course introduces LAs to educational research, active learning, and strategies that support...

• eliciting student ideas and helping all group members become active and engaged in the class
• listening and questioning
• building relationships
• developing an inclusive learning environment for all types of students and learners
• integrating learning theories with effective practices

Most LAs work approximately 10 hours per week per academic semester.

A typical week might break down as follows (but please note that specific duties will vary between courses and from week to week):

• Weekly meeting with faculty mentor (1 hour)

• Attending sessions of the course for which you're LAing (1-3 hours, depending on course and faculty mentor's needs)

• Meeting/corresponding with students outside class (1-3 hours)

• Providing feedback on student work (1-3 hours)

• Preparing for course as assigned by faculty mentor (1-2 hours)

EXPECTATIONS

• You should work ~10 hours/week; if you're not working this much most weeks, you're likely not meeting expectations

• Faculty mentors should provide clear information on individual expectations: e.g., class attendance, your role in and out of class, your specific tasks, and other requirements

• However, it is your responsibility to reach out to your faculty mentor to clarify anything you don't understand or may have missed

• Faculty mentors vary in their levels of engagement and what they need from you; it's important to follow their cues and take any concerns to your mentor 

• Be proactive: do not expect your mentor to give you weekly detailed assignments (although s/he may do so)

• Time management: if you find yourself consistently working overtime, schedule a meeting with your faculty mentor to discuss the issue (politeness and tact are handy here)

the learning assistant model: FOcus on...

1. Course Transformation: The LA Model supports courses' transformative focus toward active, collaborative learning.

2. Discipline-Based Research: The LA Model introduces and supports conversations between students and faculty about their own disciplines, the relevant education research, and how these can come together to create effective learning spaces.

3. Institutional Change: The LA model acts as a change agent in faculty, departments, and institutional practices by providing infrastructure to support and reward instructional innovation.

4. Preparing Students to Teach and Learn: The LA program emphasizes best pedagogic practices and provides access to diverse student and faculty support, which is helpful for any student. It is also an effective means of training and interest development for future teachers.