Using Undergraduate Learning Assistants to Aid in Course Redesign

Abstract

Research has identified potential difficulties for students enrolled in large classes. Large classes reduce opportunities for faculty-student interaction, which may predict decreased learning, retention rates, and student performance. It is therefore important to increase opportunities for faculty-student interaction. One successful tactic for increasing this interaction in large classes involves the utilization of undergraduate peers as class assistants. This manuscript describes the implementation of Undergraduate Learning Assistants (ULAs) in large sections of Introductory Psychology at Missouri State University, utilizing data collected prior to this manuscript.Further, this manuscript is a review of the implementation of ULAs at Missouri State submitted by students who have served in the position. ULAs mentor students, act as facilitators between the instructor and students, and lead study sessions before each unit exam outside of the classroom. While multiple positive outcomes have been observed by means of data collection and student feedback pertinent to learning outcomes and academic success, students also rated the ULAs and their study sessions as effective. Additionally, higher levels of course staff-student interaction has also been observed. Although related work has been published regarding the specific target domains of course redesign, this manuscript provides readers with information on how to implement ULAs with respect to each of the delineated target areas.Keywords: Large classes, faculty-student interaction, undergraduate assistants UNDERGRADUATE LEARNING ASSISTANTS 3 Using Undergraduate Learning Assistants to Aid in Course Redesign Challenges with Large ClassesAmerican university and college classes are increasing in size, and these increased enrollment rates force universities to increase class sizes to save money (Scott, 1995;Hornsby, 2014). Attending college may lead to numerous positive outcomes, such as cultural competence, general individual well-roundedness, and job skills (Rampell, 2015). For example, in a longitudinal study conducted yearly by the Cooperative Institutional Research Program (CIRP), students rated various reasons that they hold for choosing to attend college. In the 2014 CIRP survey, students indicated that they attended college primarily "to be able to get a better job" (86.1% of respondents) and figured that college would help them "to make me a more cultured person" (46.6% of respondents; Higher Education Research Institute, 2014). Regardless of the etiological reasons that students chose to attend college, increased enrollment in highereducation institutions affects introductory level courses, which may in turn inhibit students from achieving these aforementioned goals (Rampell, 2015; Stanley & Porter, 2002).Although not directly related to higher-education institutions, junior high schools and higher education institutions alike have recently begun generating contexts in the classroom conducive to increased student engagement (Elliot, Combs, Huelskamp, &...

Exploring the effects of learning assistants on instructional team–student interactions in statics

“…Previous studies have shown that instructional team–student interactions play a vital role in a college students’ persistence in engineering, their engagement with the course content, and their academic success. 9,30,31 The results of this study align with this previous research, as the Statics students who engaged with the LAs, specifically the two students that were interviewed, placed a significant value and importance on those increased interactions in the class and tutoring out-of-class. In addition to increasing interactions within the course, the LAs continued to support student learning through individualized learning experiences.…”

“…7 Limited instructional team-student interactions have been shown to promote passive learning, which has been shown to be one of the least effective learning methods for students. [8][9][10][11][12][13] Alternatively, in multiple studies, high amounts of instructional team-student interactions have been shown to positively impact student engagement and the overall student experience with the course and its content. 9,13 In the case of LAs, LAs are undergraduate students who, as members of the instructional team, support their peers' learning, form and facilitate classroom discussion, and encourage active engagement with the course and its content.…”

Coordinating STEM Core Courses for Student Success

“…We note, however, that systemic changes to course instruction may cause an initial decrease in student achievement before seeing improvement [12], and this study is an impetus for further studies that identify factors that may be different in Calculus 2 instruction.…”

Institutionalizing evidence-based STEM reform through faculty professional development and support structures

“…Implementation of an undergraduate Learning Assistant program is one strategy to increase engagement with students as it has been found to be effective in promoting student learning, engagement and satisfaction, as well as improving student retention (Groccia & Miller, 1996;Jardine et al, 2020;Knight et al, 2015;Pivkina, 2016;Talbot et al, 2015). In addition, studies have shown that incorporating LAs not only improves student performance but also supports course redesign efforts by faculty (Jardine et al, 2020;McHenry et al, 2010;Pavlacic & Buchanan, 2017). LAs, who recently have taken the course, provide faculty with feedback from a student's perspective on their course redesign, which has been shown to increase faculty satisfaction with their courses.…”