Responsibilities

Faculty who would like to add LAs to their courses are expected to make certain commitments. While the LA program is extremely flexible, it takes effort from both instructors and LAs in order to function smoothly.

In order for faculty, teaching fellows, LAs, and students to get the most out of the LA program, we expect the following from faculty members:

• Faculty should create a classroom environment in which LAs can engage and collaborate with students in the course.
• Faculty must meet weekly with LAs in order to discuss material for the following week, as well as any issues that have come up. This meeting can be combined with a meeting with teaching fellows, although it’s important to speak with the LAs separately to address any specific concerns or questions they might have.
• Faculty should communicate with other instructors within their departments regarding effective use of LAs.
• Faculty should create ways to evaluate the effectiveness of LAs within their courses.

Structure, Guidelines, and Process

The LA program aims to enhance learning outcomes and foster positive learning environments in undergraduate courses by incorporating undergraduates who have successfully completed the course. By working with faculty and pedagogical training through the School of Education (SED), Learning Assistants demonstrate effective peer education in our classrooms.

What is an LA?

• LAs work in small-group, active-learning environments where students articulate, defend, and revise ideas
• LAs build pedagogical foundational knowledge, as well as teaching/learning skills
• LAs reflect on their own pedagogical knowledge and teaching experience individually and together as a group
• LAs reflect on their own learning
• LAs are part of a sustained community centered on teaching and learning
• LAs and LA-assisted courses are assessed on predetermined outcomes

What is an LA not?

• LAs do not grade any work, assignments, or exams; studies show that too much peer-pressure creates poor relationships between LAs and students
• LAs are not replacements or substitutes for graduate student teaching fellows; they are not the instructor of record or the regular leader of discussion or lab
• LAs are not laboratory managers or administrative assistants; they are not responsible for setting up educational labs, or for dealing with the details of running the course

While there is flexibility in implementation from course to course, even among those in the same department, we ask that you adhere to the general guidelines below as well as the definitions above.

1. LA Training: All LAs must enroll in SED SC521 during their first semester as an LA. Returning LAs need not enroll in the course again, but should participate in additional projects throughout the year.

The LA assignment is 10 hours of face-to-face time per week:

~ 6 hours in class (lecture/lab/discussion)

~ 1-2 hours meeting with faculty and other teaching staff and preparing for the following week’s class(es)

~ 2 hours in SED SC521 or other education or course-related projects

2. LAs in the classroom: Instructors utilizing LAs must provide a clear outline of how the course integrates active-learning pedagogical techniques and how LAs will be best incorporated into the course.
3. LA compensation: Each department contributes to the program as a whole, on top of funding from the Colleges and the Provost. Each LA is paid on a per semester basis.

4. Assessment: Each course utilizing LAs should measure and assess their stated learning outcomes at the end of each academic year.