In traditional, large-enrollment courses, students learn primarily from instructors. But various kinds of peer interaction—from team-based learning to periodic group work— can help students enhance their learning.
In a Learning Assistant (LA) program, trained undergraduates, i.e., “near peers,” are involved in planning and implementing activities in class that increase engagement and support learning. This method is especially popular in the STEM fields. In many instances, LA programs have improved student performance and decreased DFW (Drop, Fail, Withdraw) rates in gateway courses, as well as providing a space for undergraduates to develop their teaching abilities.
Educational Benefits
- Increased gains in student learning and conceptual understanding (Knight & Wood, 2005; Pollock & Finkelstein, 2008)
- Increased Student Engagement & Participation: LAs increase retention, especially for women and underrepresented minorities (Otero, et al, 2010).
- Increased Sense of Belonging and Persistence: LAs support student-centered instruction and peer interaction, leading to greater student satisfaction and achievement in introductory science courses (Talbot, et al., 2015).
- Increased Faculty Development: LA programs can spur faculty interest in further educational innovation, including faculty learning communities and discipline-based educational research (Otero, et al., 2010).
In Practice
See how BU professors and instructors are incorporating LA programs in their courses!
Boston University Large Course Initiative Examples
In collaboration with several programs in BU’s College of Arts and Sciences, the Institute is engaged in a multi-year initiative to redesign the student experience in large classes that typically have 100 or more students. This initiative provides an opportunity to reimagine and develop new approaches to course redesign, student assessment, classroom teaching techniques and the creation of instructional resources that promote engagement and learning in some of BU’s largest introductory courses.
In this video, Dr. Kathryn Spilios, Master Lecturer and Director of Instructional Labs in Biology in the College of Arts & Sciences, explains how LAs in introductory biology help to engage students in-class with other students and with the course content and to develop their critical thinking skills.
Biology 1 & Biology 2
General Chemistry 1
Basic Statistics and Probability & Applied Statistics
Additional Learning Assistant Program Examples
LA programs require a substantial investment in time and resources, as they often involve the recruiting, training, and funding undergraduate, together with a process of re-envisioning lecture-based courses to allow more active learning activities.
While BU offers an LA program, faculty and departments must fund their own initiatives. Even with funding and budget approval, bringing LAs into the classroom is a time-intensive process that involves posting the job ad, interviewing candidates, and hiring and training LAs prior to their implementation in class.
These select models and templates show how the Learning Assistant model can work in a variety of educational contexts.
- Boston University Learning Assistant Program: Resources for BU faculty interested in developing an LA program, including resources on active learning and the benefits of these programs.
- Learning Assistant Alliance: Comprehensive resources including program design, assessment, research, workshops.
- Michigan State University Undergraduate Learning Assistants: Description of a non-BU Undergraduate Learning Assistant Program. Provides useful examples of what role learning assistants should, and should not, take in classes.
Additional Resources
This section provides additional resources organized by discipline for further information.
Biology
Physics
Life Sciences
Chemistry
STEM Education
Connect with the Institute for Excellence in Teaching & Learning team with questions or to schedule a consultation at excellence@bu.edu.