Learning Assistants at UCI

Evidence Supporting Learning Assistants

The Learning Assistant Program was first developed at the University of Colorado Boulder, and has been regularly studied there and elsewhere. This organized program of peer facilitation has been found to increase student learning in physics, particularly for women and minorities. Programs like these also increase the content knowledge of the tutors.

Most Learning Assistant programs are associated with STEM courses (science, technology, engineering and math). At UCI, we are increasing their use in non-STEM courses and are studying their effectiveness. We have preliminary data that students in classes with LAs average a 1/3 increase in course grade compared with courses without LAs or with only peer tutors (no pedagogical training). Learning Assistants are also associated with increased interest in and understanding of course content.

Dealing with tight, fixed seating in large lecture halls

Many faculty would like to add small group activities to their courses but feel constrained by the tight seating and long rows found in large lecture halls. Learning assistants can’t change the physical space, but they can make facilitating group work less daunting. Here are examples of how UCI instructors have managed to add active learning to our lecture halls:

Participation in the LA Program

Faculty who interested in using learning assistants need to have a course with regular opportunities for small-group work in class and/or in discussion. Priority is given to classes that are large and difficult.

  1. Contact Adrienne Williams at the TLRC (adriw@uci.edu) to discuss your course design and determine whether learning assistants are a good fit.
  2. Work with your school or department to support the undergraduate LAs by either units (such as a 198 course) or by paying them as tutors under UAW guidelines.
  3. Work with LARC to coordinate the recruitment of LAs
  4. Meet weekly with your TAs and LAs. Danny Mann from DTEI (dmann@uci.edu) will be happy to attend an early TA meeting to help TAs work effectively with LAs.
  5. Give points for having your students complete an end-of-term online evaluation of learning assistants.
  6. Work with LARC staff to make sure there is room for new LAs in the LARC training course Uni Stu 175: Methods and Applications in Small Group Instruction.
Learning Assistants 2

Figure modified from Am. J. Phys. 78, 1218 (2010)

Responsibility of Academic Units

Academic units determine the method used to employ the LAs, including, but not limited to: (a) hiring and compensating LAs as tutors under UAW guidelines or (b) developing a course and providing academic credit where appropriate, such as in teacher prep programs. LAs are not graders and are likewise not a substitute for TAs, as their success depends on the presence of the TAs in the class. However, they can offset the student-instructor ratio in situations where an instructor or TA is present. Currently, LARC has the resources to recruit and interview LAs who fit the requirements of an LCFF+ grant. Units are responsible for hiring these LAs and paying them, and are then reimbursed by the Office of the Vice Provost of Teaching and Learning at the end of the quarter.

Course Design Support

Faculty interested in using LAs will receive support from the Center for Engaged Instruction (CEI, located in the Division of Teaching and Learning), including instructor and TA training in active learning course design and participation in an LA-focused Faculty Learning Community. A Faculty Guide of best practices is available here as a starting resource, including several suggested models of implementation. Contact CEI at cei3000@uci.edu for more information about course design support.

LA Recruitment in 2016-2017

As of October 2016, grant funding is available for LARC to do the LA recruitment and hiring of students who meet criteria of the LCFF+ grant: attending a low-performing high school, low income, or foster youth. Contact Adrienne Williams (adriw@uci.edu) to find out the current status of the funding to hire your LAs.

 

References

History of Learning Assistant model at Univ Colorado Boulder

Otero, V., Pollock, S., & Finkelstein, N. (2010). A physics department’s role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics, 78(11), 1218-1224. Link.

Theory paper on why tutors learn

Roscoe, R. D., & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions.Review of Educational Research, 77(4), 534-574. Link.

Learning assistants benefit Hispanics and women in physics labs

Goertzen, R. M., Brewe, E., Kramer, L. H., Wells, L., & Jones, D. (2011). Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials. Physical Review Special Topics-Physics Education Research, 7(2), 020105. Link.

Learning assistants tend to be more ethnically similar to undergraduates than TAs or faculty

Talbot, R. M., Hartley, L. M., Marzetta, K., & Wee, B. S. (2015). Transforming Undergraduate Science Education With Learning Assistants: Student Satisfaction in Large-Enrollment Courses. Journal of College Science Teaching, 44(5), 24. Link.

Review article on benefits for URM tutors (generally K12)

Robinson, D. R., Schofield, J. W., & Steers-Wentzell, K. L. (2005). Peer and cross-age tutoring in math: Outcomes and their design implications.Educational Psychology Review, 17(4), 327-362. Link.