Learning Assistants
Developed by: Valerie Otero and Dick McCray
Level
middle schoolhigh schoolintro collegeinter-mediateupper levelgrad school other
calc based
alg based
conceptual
middle schoolhigh schoolintro collegeinter-mediateupper levelgrad school other
calc based
alg based
conceptual
Topics
Setting
Overview
What? A program to recruit science majors to become K-12 science teachers and to improve undergraduate education by implementing large-scale teaching reform. Learning assistants are undergraduates who assist in reformed courses, providing the additional instructors needed for many research-based methods.
Why? Provide more facilitators for active learning. Students may feel more comfortable talking to near peers than to instructors. LAs can gather student ideas and difficulties to improve instruction. Being an LA helps students develop conceptual understanding, science identity, and interest in teaching.
Why not? Starting a learning assistant program and training learning assistants can be time intensive and expensive. While there are ways to minimize the time and expense, some departments may not have the resources to do this.
Student skills developed
Designed for:
- Conceptual understanding
- Metacognition
Can be adapted for:
- Problem-solving skills
- Lab skills
- Making real-world connections
- Using multiple representations
- Designing experiments
Instructor effort required
- Medium
Resources required
- TAs / LAs
Resources
Developer's website: Learning Assistants
Intro Article: V. Otero, S. Pollock, and N. Finkelstein, A physics department’s role in preparing physics teachers: The Colorado Learning Assistant model, Am. J. Phys. 78 (11), 1218 (2010).
Teaching Materials
The Learning Assistant Alliance website provides resources for implementing an LA Program, including national conferences and regional workshops for training program directors, and course materials for LA pedagogy courses.
You can find video lessons for LA training from Periscope.
Research
RESEARCH VALIDATION
Bronze ValidationThis is the third highest level of research validation, corresponding to:
- at least 1 of the "based on" categories
- at least 1 of the "demonstrated to improve" categories
- at least 1 of the "studied using" categories
Research Validation Summary
Based on Research Into:
- theories of how students learn
- student ideas about specific topics
Demonstrated to Improve:
- conceptual understanding
- problem-solving skills
- lab skills
- beliefs and attitudes
- attendance
- retention of students
- success of underrepresented groups
- performance in subsequent classes
Studied using:
- cycle of research and redevelopment
- student interviews
- classroom observations
- analysis of written work
- research at multiple institutions
- research by multiple groups
- peer-reviewed publication
References
- J. Alzen, L. Langdon, and V. Otero, The Learning Assistant model and DFW rates in introductory physics courses, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017.
- S. Barr, M. Ross, and V. Otero, Using Artifact Methodology to Compare Learning Assistants’ and Colleagues’ Classroom Practices, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011.
- D. Caravez, A. De La Torre, J. Nissen, and B. Van Dusen, Longitudinal Associations between Learning Assistants and Instructor Effectiveness, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017.
- E. W. Close, J. Conn, and H. G. Close, Becoming physics people: Development of integrated physics identity through the Learning Assistant experience, Phys. Rev. Phys. Educ. Res. 12 (1) 010109 (2016).
- E. Close, H. Close, and D. Donnelly, Understanding the learning assistant experience with physics identity, presented at the Physics Education Research Conference 2012, Philadelphia, PA, 2012.
- E. Close, J. Conn, and H. Close, Learning Assistants' Development of Physics (Teacher) Identity, presented at the Physics Education Research Conference 2013, Portland, OR, 2013.
- G. Cochran, D. Brookes, and L. Kramer, A framework for assessing learning assistants' reflective writing assignments, presented at the Physics Education Research Conference 2012, Philadelphia, PA, 2012.
- J. Conn, E. Close, and H. Close, Learning Assistant Identity Development: Is One Semester Enough?, presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014.
- M. Cook and J. Von Korff, Role-plays for preparing physics teaching assistants and learning assistants, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016.
- F. Davenport, F. Amezcua, M. Sabella, and A. Van Duzor, Exploring the Underlying Factors in Learning Assistant - Faculty Partnerships, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017.
- R. Goertzen, E. Brewe, L. Kramer, L. Wells, and D. Jones, Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials, Phys. Rev. ST Phys. Educ. Res. 7 (2), 020105 (2011).
- A. Grabow, I. Beatty, and W. Gerace, Extreme Learning Assistants: Students' Perceptions of Their Undergraduate Laboratory Instructors, presented at the Physics Education Research Conference 2013, Portland, OR, 2013.
- K. E. Gray, D. C. Webb, and V. K. Otero, Effects of the learning assistant model on teacher practice, Phys. Rev. Phys. Educ. Res. 12 (2) 020126 (2016).
- K. Gray and V. Otero, Analysis of Learning Assistants’ Views of Teaching and Learning, presented at the Physics Education Research Conference 2008, Edmonton, Canada, 2008.
- K. Gray and V. Otero, Analysis of Former Learning Assistants’ Views on Cooperative Learning, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009.
- K. Gray, D. Webb, and V. Otero, Are Learning Assistants Better K-12 Science Teachers?, presented at the Physics Education Research Conference 2010, Portland, Oregon, 2010.
- K. Gray, D. Webb, and V. Otero, Effects of the learning assistant experience on in-service teachers' practices, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011.
- P. Hamerski, P. Irving, and D. McPadden, Learning Assistants as constructors of feedback: How are they impacted?, presented at the Physics Education Research Conference 2018, Washington, DC, 2018.
- P. Hamerski, P. Irving, and D. McPadden, Learning assistants as student partners in introductory physics, Phys. Rev. Phys. Educ. Res. 17 (2), 020107 (2021).
- L. Harris, I. Beatty, and W. Gerace, Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors, presented at the Physics Education Research Conference 2013, Portland, OR, 2013.
- S. Indukuri and G. Quan, Characterizing the feedback that learning assistants give to faculty, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022.
- C. Lovegren and A. Robertson, Development of Novice Teachers' Views of Students Ideas as Sensible and Productive, presented at the Physics Education Research Conference 2013, Portland, OR, 2013.
- B. Lutz and L. Rios, Impactful experiences and their effect on learning assistant epistemological development, Phys. Rev. Phys. Educ. Res. 18 (2), 020133 (2022).
- N. McHenry et al., Learning Assistants Program: Faculty Development for Conceptual Change, International Journal of Teaching and Learning in Higher Education 22 (3), 258-268 (2010).
- A. McQuade, J. Nissen, and M. Jariwala, Characteristics of institutions with Learning Assistant programs: An equity investigation, presented at the Physics Education Research Conference 2020, Virtual Conference, 2020.
- P. Miller, J. Carver, A. Shinde, B. Ratcliff, and A. Murphy, Initial Replication Results Of Learning Assistants In University Physics, presented at the Physics Education Research Conference 2012, Philadelphia, PA, 2012.
- V. Otero, S. Pollock, and N. Finkelstein, A physics department’s role in preparing physics teachers: The Colorado Learning Assistant model, Am. J. Phys. 78 (11), 1218 (2010).
- V. Otero, S. Pollock, R. McCray, and N. Finkelstein, Who Is Responsible for Preparing Science Teachers?, Science 313 (5786) 445-446 (2006).
- S. Pollock and N. Finkelstein, Sustaining educational reforms in introductory physics, Phys. Rev. ST Phys. Educ. Res. 4 (1), 010110 (2008).
- N. Sellami, S. Shaked, F. A. Laski, K. M. Eagan, and E. R. Sanders, Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments, LSE 16 (4) ar62 (2017).
- R. M. Talbot, L. M. Hartley, K. Marzetta, and B. S. Wee, Transforming Undergraduate Science Education With Learning Assistants: Student Satisfaction in Large-Enrollment Courses, J. Coll. Sci. Teach. 44 (5), 24–30 (2015).
- L. M. Top, S. A. Schoonraad, and V. K. Otero, Development of pedagogical knowledge among learning assistants, IJ STEM Ed 5 (1) 1 (2018).
- B. Van Dusen, L. Langdon, and V. Otero, Learning Assistant Supported Student Outcomes (LASSO) study initial findings, presented at the Physics Education Research Conference 2015, College Park, MD, 2015.
- B. Van Dusen and J. Nissen, Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation, Phys. Rev. Phys. Educ. Res. 16 (1), 010117 (2020).
- B. Van Dusen, J. White, and E. Roualdes, The Impact of Learning Assistants on Inequities in Physics Student Outcomes, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016.
- J. Wang, Y. Wang, K. Wipfli, B. Thacker, and S. Hart, Investigating learning assistants’ use of questioning in online courses about introductory physics, Phys. Rev. Phys. Educ. Res. 19 (1), 010113 (2023).
- J. White, B. Van Dusen, and E. Roualdes, The impacts of learning assistants on student learning of physics, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016.
