Linking Learning Assistants, Mentors, and Scholars (LLAMAS): Faculty Experiences
Austin Wada, Joselyn Espinoza-Lopez
School of the Environment
Faculty Supervisor: Kim Coble
In Spring 2017, we launched an undergraduate Learning Assistant (LA) program to convert predominantly lecture-based STEM courses into more active and inclusive learning environments. The program began with physics, astronomy, and chemistry and has since expanded to computer science, math, and engineering. LAs are undergraduate students who have previously taken the course who participate in the classroom community under the supervision of the course instructor and interact with current students. The LAs attend a once-a-week pedagogy class to learn research-based pedagogical techniques. Starting in Spring 2023, we began professional development in the form of workshops and communities of practice for the faculty. We have analyzed reflection essays (N=36) and interviews (N=8) with faculty members from Spring 2023 through Fall 2024 to give insight into the benefits and challenges of being part of the LA program, including perceived dynamics between faculty, students, and LAs. Through a process of iterative coding, we have identified a number of themes that faculty discussed, such as finding the professional development workshops beneficial, feeling supported by other faculty members, viewing their relationship with LAs as a partnership, and finding the diversity of their LAs playing a major role in their classrooms.