How the Learning Assistant Program transforms big classes — and boosts student success

How an LA interacts with students varies based on their course’s structure. In the 21X physics series, Senior Instructor I Paul Emigh and Instructor Rebecka Tumblin utilize their assistants in different ways to maximize their impact in specific environments.

In Emigh’s classroom, there are both lectures and ‘studio’ sections. The latter places students in table groups to work collaboratively on physics problems. Teams of LAs are able to get to know and assist these smaller groups more effectively than a single instructor.

Since embracing the program, Tumblin’s course has adopted a half-flipped classroom model. This means students are primarily exposed to material outside of class, then arrive ready to dive into problems and ask their questions. Her LAs make guiding these larger, active-learning classrooms possible. Outside of lectures, they also host office hours to help with homework and general content questions.

LAs do more than facilitate, however. Their one-on-one experiences let them see how a class is doing in ways a professor can’t. If a topic has been especially challenging, they can communicate that to the instructor. If they hear other courses have upcoming exams when assignments are due, they can voice that issue directly to the teaching team.

“We think of our model as ‘responsive teaching,’ where the goal is for the instructor to have as many ways as possible of understanding exactly what ideas the students in the room have. Then we can use that degree of understanding to adjust the course on the fly as needed to try to meet the students,” Emigh explained.

Whether directly aiding with problems or providing critical feedback to instructors, LAs elevate the quality of learning for students in a broad range of disciplines. But they also benefit from the program themselves.

Deepening knowledge and building mentorship

It isn’t uncommon to complete a course and later have difficulty remembering its content. This can become especially problematic with foundational information advanced classes build upon.

Students who take on the role of an LA inherently gain a much deeper understanding of the material. As many professors say, the greatest test of knowledge is to teach. Through weekly prep and guiding students in real-time, LAs solidify their grasp of the content and its applications. The interpersonal skills they gain explaining heavy scientific concepts are also highly applicable to their future careers. Whether aiming for academia, industry or medicine, they carry the experience far beyond OSU.

The mentorship students build through working closely with professors is also a key component of the program. They can seek guidance on graduate school, expand their network and get a foot in the door into labs on campus.

Aside from the direct advantages of having instructional assistance, undergraduate LAs in Oregon State courses help students envision themselves succeeding in science.

“We have a vast array of backgrounds among us, so that allows us to connect to a vast array of students,” said physics LA Jay Baran-Kamoura. “Me not being white, growing up abroad and maybe even just being raised by a single mother allows me to connect to people who aren't part of the majority. Because people in minority groups often have a hard time getting help, having so many minority groups represented by LAs allows us to facilitate a larger room for learning and growth.”

As the program continues to expand and evolve, each of its strengths reach more and more of the OSU community. Whether taking a course or helping to guide it, students across campus prosper from its impact.

“The program lifts everybody up,” said Professor Emigh. “It creates better learning outcomes, which leads to people getting their degrees and being successful. And that's ultimately why we're here at the university.”