Linking Learning Assistants, Mentors, and Scholars (LLAMAS): LA Experiences
Joselyn Espinoza Lopez, Austin Wada, Gabriel Munoz Zarazua
Department of Physics & Astronomy
Faculty Supervisor: Kim Coble
In Spring 2017, we launched an undergraduate Learning Assistant (LA) program in physics, astronomy, and chemistry at a Hispanic-serving institution to convert predominantly lecture-based STEM courses into more active and inclusive learning environments. The LAs attend a once-a-week pedagogy class to learn research-based pedagogical techniques. LAs are undergraduate students who have previously taken the course and are exclusively classroom-based mentors. This research explores reflection essays from the pedagogy class and interviews with LAs to give insight into the challenges and successes of LAs, including perceived dynamics between faculty, students, and LAs. We have coded emerging themes and analyzed reflective essays (N=270) and interviews (N=15)since the beginning of the program through Fall 2024. Consistent with the literature, LAs found the pedagogy course and readings beneficial, developed a deeper appreciation for STEM teaching, felt they became better learners, enjoyed helping others and valued being part of a STEM teaching community. LAs suggested future improvements, such as opportunities to clarify their roles with students. These findings offer valuable insights into LA experiences as we revise and expand the program. We also describe the structure of our program and future work.