The Learning Assistant (LA) model stands as an impactful pedagogical approach designed to cultivate collaborative learning environments within university settings. This model strategically employs undergraduate students who have demonstrated excellence in a particular course to support subsequent cohorts in their learning journey through the same subject matter. Initially developed at the University of Colorado Boulder and supported by the NSF, the LA model has since broadened its reach via the Learning Assistant Alliance, facilitating the establishment of department-specific LA programs across a diverse range of institutions.
At its core, the Learning Assistant model aims to transform conventional classrooms into dynamic, interactive, and inclusive learning spaces, ultimately leading to enhanced student learning outcomes and improved retention rates. A prime example is the BME Learning Assistant (BME-LA) program, which provides undergraduate students with a valuable opportunity to expand their skill sets. Within this program, LAs utilize multidisciplinary instructional strategies to guide their peers through foundational Biomedical Engineering coursework. The selection process for LAs prioritizes students with strong academic records and seeks to reflect the diverse gender, racial, and ethnic representation present within the university’s student body.
A key distinction between Learning Assistants and traditional Teaching Assistants lies in their roles. Learning Assistants do not participate in the grading process, which fosters an environment where they are perceived as approachable and supportive peer mentors. By serving as a comfortable intermediary between students and instructors, LAs facilitate open communication and offer real-time feedback throughout the academic term. To ensure their effectiveness, LAs are required to enroll in a dedicated pedagogy course, such as BME4931 Educational Methods for BME Learning Assistants (LAs). This course equips them with essential educational methodologies and strategies.
Visualizing the Positive Impact of the LA Program on Learning
The effectiveness of the LA program is visually represented in Figure 1. Part A of the figure provides a relational diagram that effectively illustrates the improved student-instructor ratio achieved in classrooms supported by LAs, contrasting it with the ratio in traditional classroom settings. The presence of LAs significantly enhances the level of support available to students. Part B presents compelling comparative data from the Physics department at UC Boulder, showcasing a notable decrease in course failure rates, encompassing D grades, F grades, and course withdrawals, in LA-supported classrooms when compared to traditional classrooms [2].
Diagram comparing student-instructor ratios in traditional vs LA-supported classrooms and failure rates in Physics courses at UC Boulder
In conclusion, the Learning Assistant model presents a robust and proven method for enriching the university learning experience. By encouraging peer-to-peer learning, fostering collaboration, and creating more engaging classroom environments, the LA model makes a significant contribution to improving student success and cultivating a more effective and inclusive educational landscape.
