ABSTRACT Investigation into the Learning Assistant Experience and Related Considerations for Learning Assistant Model Implementation Ifeoma Ikedionwu Directors: Dr. Karon LeCompte, PhD Dr. Dena Quigley, PhD Classroom dynamics that incorporate undergraduates have existed for decades and have proven beneficial in increasing students’ retention and overall class grades. In 2003, the University of Colorado, Boulder, created the Learning Assistant (LA) Program to utilize undergraduates beyond the professor and the students to foster higher-order cognitive thinking in the classroom. Many studies have investigated the benefits of LAs in the classroom. Some show that LAs help students conceptualize and apply material more so than in traditional instruction classes. In other studies, implementing the LA program has cut down on professor instruction time and increased peer-to-peer collaboration which has shown to foster more positive learning spaces. However, there has not been substantial research done on how the LA program affects and benefits the undergraduate Learning Assistants themselves. This thesis aims to investigate the Learning Assistant experience through LA-supported faculty, and undergraduates who are or were LAs to provide insight into their experience as well as provide consideration for ways to best implement LA programs to optimally benefit the professors, students, and undergraduate LAs. APPROVED BY DIRECTOR OF HONORS THESIS: __________________________________________ Dr. Karon LeCompte, Department of Curriculum and Instruction APPROVED BY THE HONORS PROGRAM: ___________________________________________ Dr. Andrew Wisely, Interim Director DATE:_____________________________ INVESTIGATION INTO THE LEARNING ASSISTANT EXPERIENCE AND RELATED CONSIDERATION FOR LEARNING ASSISTANT MODEL IMPLEMENTATION A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program By Ifeoma Ikedionwu Waco, Texas May 2021 TABLE OF CONTENT List of Figures .................................................................................................................... iii List of Tables ........................................................................................................................v Acknowledgements ........................................................................................................... vii Chapter One ......................................................................................................................... 1 Overview Of The Study ..................................................................................................... 1 Evolution Of Classroom Science Education ..................................................................... 1 Higher Order Cognitive Skills And Bloom’s Taxonomy .................................................. 4 Introduction To The Learning Assistant Model ...............................................................7 Introduction And Importance Of This Study ................................................................. 11 Research Questions And Null Hypothesis ..................................................................... 13 Chapter Two ....................................................................................................................... 14 Evolution And Summary Of Academic Support Personnel ........................................... 15 Teaching Assistants .................................................................................................... 15 Supplemental Instructors ........................................................................................... 16 Learning Assistants .................................................................................................... 18 Learning Assistant Model Exemplars ............................................................................ 21 The University of Colorado at Boulder. ..................................................................... 22 Other universities. ..................................................................................................... 23 Baylor University. ...................................................................................................... 24 Summary Of Current LA Model Research And Gaps In Research ............................... 26 ii Chapter Three ................................................................................................................... 30 Purpose .......................................................................................................................... 30 Setting ............................................................................................................................ 31 Method ........................................................................................................................... 31 Data Collection .............................................................................................................. 34 Data Analysis ................................................................................................................. 35 Chapter Four ..................................................................................................................... 37 General Information About LA Program Involvement ................................................. 37 Respondent Distribution ........................................................................................... 37 Demographics ............................................................................................................ 38 Learning Assistant Involvement................................................................................ 39 LA Program Participation Motivation and Logistics .................................................... 40 Pedagogy class, Learning Assistants, and LA Program Perceptions ............................ 44 Pedagogy Class Perceptions ...................................................................................... 44 Role of Learning Assistant Perceptions ..................................................................... 45 LA Program Perceptions ........................................................................................... 52 Chapter Five ....................................................................................................................... 57 Key Findings .................................................................................................................. 58 Limitations ..................................................................................................................... 75 Conclusion and Future Directions ................................................................................. 77 Bibliography ...................................................................................................................... 80 iii LIST OF FIGURES Figure 1. Summary of Modifications in Survey…………………………………………………………33 Figure 2. Surveyed LA’s School Year Classification and Academic Status……………………39 Figure 3. FRQ: “How have you benefited academically from being a LA”……………………48 Figure 4. FRQ: “How have you benefited professionally from being an LA?”………………50 Figure 5. FRQ: “How have you benefited personally from being a LA?”………………………51 iv LIST OF TABLES Table 1. Original and Revised Bloom’s Taxonomy………………………………………………………6 Table 2. Comparing and Contrasting Academic Personnel…………………………………………21 Table 3. List of the Free-Response Questions in Both Surveys…………………………………..34 Table 4. Learning Assistant’s Self-identified Ethnicity and Gender…………………………….39 Table 5. FRQ: “Why did you incorporate Learning Assistants into your class?”……………41 Table 6. FRQ: “Why did you become a Learning Assistant?”……………………………………..42 Table 7a. MCQ: “How were Learning Assistants utilized outside of the classroom?”…….42 Table 7b. MCQ: “How were Learning Assistants utilized inside of the classroom?”……..43 Table 8. MCQ: “In what ways do you currently provide support for LAs?”………………….43 Table 9. MCQ: Responsibilities you (the faculty member) and the department have?....44 Table 10. MCQ: Pedagogy course effectiveness in building your top 3 characteristics?...45 Table 11. MCQ: How effective Learning Assistants are being utilized………………………….46 Table 12. MCQ: Top three characteristics of a successful Learning Assistant?”……………46 Table 13. FRQ: Benefits with using Learning Assistants in your classroom?...................47 Table 14. FRQ: Perceived benefits faculty role has on Learning Assistant Experience….48 Table 15. FRQ: “How have you benefited academically from being a LA”……………………49 Table 16. FRQ: “How have you benefited professionally from being a LA?”………………..50 Table 17. FRQ: “How have you benefited personally from being a LA?”………………………51 Table 18. FRQ: Why did you continue to be a Learning Assistant?”……………………………52 Table 19. FRQ: “If you are no longer a LA, what made you stop?”………………………………53 Table 20. What is your understanding of the role of being a LA?.....................................53 Table 21. MCQ: Professor-learning assistant relationship effectiveness………………………54 v Table 22. MCQ: Baylor Learning Assistant program effectiveness……………………………..54 Table 23. FRQ: Anything Else You Would Like to Share……………………………………………55 Table 24. Summary of Key Findings………………………………………………………………………..74 vi ACKNOWLEDGMENTS This thesis would not be possible without a small village of people. I would like to thank Dr. Erika Abel and Dr. Michael