The learning assistant experience: documenting the perspectives of learning assistants at the University of Utah

Peer-led collaborative learning models have been shown to improve student comprehension and engagement in undergraduate STEM courses [1]. Learning Assistant (LA) programs in particular, have been shown to transform introductory STEM courses and improve outcomes for students [1] [2]. While there has been considerable research on the effects of the LA model on student learning outcomes, there has not been extensive focus on the Learning Assistants (LAs), themselves. Using qualitative analysis of survey results, this study provides insights into what LAs consider as factors in their positive experience and what they do to increase equity in their work setting. The results of this study indicate that LAs relate positive experiences to their relationships with their lead instructors, students, and other LAs and their impact on students. LAs also place emphasis on creating a safe and positive environment for students by implementing strategies to promote inclusive discussion dynamics.