The LA Program is now accepting Course Support Requests for the 2023-2024 Academic year
Deadline: January 27, 2023
Learn how the learning assistants can help faculty achieve their learning goals by watching the LA Program Faculty Information Session
** Dr. Deanna Acosta is now the director and can respond to all faculty inquiries at: firstname.lastname@example.org **
Summary of the Learning Assistant Program
Learning Assistants (LAs) have been used to promote active learning, help incorporate educational practices into the classroom, and improve student retention. The benefits to faculty, students and the learning assistant themselves are clear. The Rutgers LA program follows an international model and as such every learning assistant experience must include the following:
1) Authentic Classroom Practice - Learning Assistants (LAs) should be engaged in student centered learning where they are able to apply their pedagogical training to facilitating cooperative learning of small groups. LAs in many ways are analogous to student teachers and require authentic teaching experiences. As such, Learning assistants should be viewed as pedagogical agents of the course and can be included in development of course materials including worksheets, classroom exercises, homework/quiz questions. The LA model is very flexible and customized implementations are possible to meet the needs of any course. LAs participate in classrooms in a number of important ways:
- Embedded - Embedded LAs work to facilitate group activities during scheduled lecture, lab or recitation sections.
- Study Groups - The LA holds active learning sessions outside of class time. The students register to attend these weekly study groups.
***LAs cannot be used to grade, proctor, or hold 1-on-1 office hours.
2) Pedagogical Training - All LAs are required to take our "Pedagogy of Peer-Led Instruction" course. In this class, the LAs learn about pedagogical techniques that can be directly applied to their classroom practices. The students also learn about different learning theories and take time to reflect on how these theories play out in their own classroom experiences.
3) Mentorship - The LA program provides pedagogical training to the LAs but the faculty mentor provides content knowledge and context. The LA-Mentor relationship is critical to successful implementation of the learning assistant model. This mentorship works in both directions. Faculty have extensive experience to help guide the LA while Learning assistants offer student perspectives and pedagogical training. The Rutgers LA program is committed to positive mentorship and request that LA mentors:
a) Meet with their Learning Assistants for at least 1 hour each week to prepare
the LAs for the coming week
b) Give the Learning Assistant feedback on their performance in the classroom
and/or any course materials the LA creates
c) Reflect on course materials and student engagement
If you are interested in the LA Program, please email email@example.com to discuss potential opportunities and strategies for partnering with the LA Program and utilizing Learning Assistants in your course to help facilities active and collaborative learning.