Written by: Paola Pinto August 17, 2023 Department of Mathematical Sciences The Department of Mathematical Sciences in the College of Science at The University of Alabama in Huntsville (UAH), part of the University of Alabama System, has introduced a groundbreaking initiative known as the Learning Assistant (LA) Program from the Learning Assistance Alliance (LAA), this fall semester. Spearheaded by Shelley Lenahan, Senior Lecturer in the Math Department, and Terri Johnson, Assistant Dean for Undergraduate Affairs at the College of Science, along with collaboration from the Student Success Center (SSC), the LA seeks to revolutionize the way students approach learning by empowering them to take charge of their educational journey. Learning Assistant The core idea behind the LA program is to utilize peers to foster a collaborative learning environment where students are more inclined to seek help from their fellow classmates rather than solely relying on their instructors. Recognizing the psychological barrier often accompanying seeking assistance from evaluators, Lenahan and Johnson designed a multifaceted approach to break down these barriers and facilitate active engagement. The program's backbone comprises a team of undergraduate Learning Assistants (LAs) carefully selected from students who have successfully completed the targeted course. These LAs undergo a specialized pedagogy course to sharpen their teaching skills and deepen their understanding of learning processes. The course is structured as a fifteen-week journey featuring readings, discussions, and reflection exercises. Weekly meetings provide: A platform for engaging in conversations about the materials. Opportunities to strike through their applicability. Lessons about effective teaching strategies. The distinct feature of the LA program lies in its emphasis on promoting critical thinking and self-directed learning. Rather than providing direct answers, LAs guide students in developing problem-solving skills by encouraging them to ask probing questions and formulate their own solutions. This approach perfectly aligns with the program's overarching objective: to shape Learning Assistants (LAs) into skillful facilitators of learning, transcending the role of simple answer providers. Lenahan highlighted, "We want the student to think, okay, I know this part, and then I know this part. Where do I go next?'" This approach mirrors the Peer-Assisted Study Sessions (PASS) model but is strategically integrated into almost every class meeting. The LAs, recognized as integral members of the instructional team, participate in classroom activities and hold office hours to provide individualized assistance to their peers. "We want the students to do more of the talking, not just be a vessel," Lenahan says. Currently implemented in two sections of Calculus A, the LA program is off to an experimental start, with four LAs acting as pioneers. Learning Assistant Lenahan articulated the overarching vision: "We want students to gain a deeper understanding of the material by empowering them to take charge of their own learning. We want to help them create a set of tools to be successful in our course and future courses." By fostering a culture of open inquiry and collaborative problem-solving, the Learning Assistant Program at the College of Science aims to revolutionize the educational experience and empower students to seek their path to success.
