Linking Learning Assistants, Mentors, and Scholars (LLAMAS): LA Experiences
Joselyn Espinoza Lopez
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 program has expanded to include math, computer science, engineering, and psychology, with plans to expand to environmental science and biology. LAs attend a once-a-week pedagogy class to learn research-based pedagogical techniques, including student-centered learning, creating inclusive classroom environment, and promoting humanizing interactions. LAs have previously taken the course and are exclusively classroom-based mentors. This research explores reflection essays to give insight into the challenges and successes of LAs, including perceived dynamics between faculty, students, and LAs. We also explore the strategies LAs used to create inclusive classroom environments and increase students’ sense of belonging in interviews and surveys. We have coded emerging themes and analyzed reflective essays (N=356), interviews (N=14), and surveys (N=39) since the beginning of the program through Spring 2025. Consistent with the literature, LAs found the pedagogy course and readings helpful, developed a deeper appreciation for STEM teaching, felt they became better learners, and enjoyed helping others. LAs suggested clarifying roles and described fostering inclusion through interpersonal connections, group dynamics, and teaching practices.