Active learning. Real support.
The Auburn University Learning Assistant Program supports faculty who want to create more active, collaborative and engaging learning environments.
Learning Assistants are trained undergraduate students who support peer learning in lectures, labs, recitations and discussion sections. Working with faculty, LAs help students participate more fully, practice problem-solving and engage with challenging course concepts.
How LAs Support Courses
Learning Assistants can help faculty create more interactive classrooms by supporting active learning during class meetings, labs or discussion sections.
Depending on the course structure, LAs may:
- Facilitate group discussion
- Support problem-solving activities
- Encourage student participation
- Ask guiding questions
- Help students stay engaged during active learning tasks
- Provide feedback to instructors about common areas of confusion
- Support inclusive classroom participation
LAs are most effective when they are integrated into the instructional design of the course and used to support interaction, not simply to monitor students or answer isolated questions.
The LA Model
The Learning Assistant model is built around three connected activities: weekly preparation, pedagogy and practice.
Faculty play an important role in the weekly preparation component by meeting regularly with LAs to review course content, plan learning activities and discuss how students are engaging with the material. First-time LAs also complete a pedagogy course, where they learn about active learning, student thinking, questioning strategies and inclusive participation. LAs then apply those skills in practice by supporting students during active learning activities.
This structure helps LAs become more effective peer educators while supporting faculty efforts to create more interactive learning environments.
Courses That Are a Good Fit
LA support is especially helpful in courses where students benefit from active problem-solving, peer discussion and frequent opportunities to practice course concepts.
Courses may be a good fit for LAs if they include:
- High enrollment or multiple sections
- Challenging gateway or service-course content
- Active learning activities
- Group problem-solving
- Labs, recitations or discussion sections
- Opportunities for peer-to-peer explanation and collaboration
Faculty interested in adding LA support should be prepared to work with LAs as members of the instructional team.
Course Transformation with Learning Assistants
Learning Assistants are most effective in courses designed around active learning, collaboration and opportunities for students to explain and apply course concepts. In these settings, LAs facilitate group discussion, ask guiding questions and help students engage more deeply with the material.
Faculty may use LAs in many instructional formats, including large or small classes, flipped classrooms, recitation-style sessions, oral assessments and online courses. Faculty are also encouraged to evaluate student learning outcomes through course assessments, concept inventories, attitudinal surveys or other tools. The Learning Assistant Program can help facilitate assessment for LA-supported courses.
Faculty interested in broader course transformation may also find support through the Biggio Center’s Course (Re)Design workshop and the Office of Auburn Online.
If I want to do the kinds of effective and active methods of teaching that I know work best, I need the LAs. They’re essential to helping instructors create learning environments where students are actively talking, solving problems and helping one another.
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Faculty Expectations
Faculty who work with Learning Assistants play an important role in preparing LAs for meaningful classroom support.
Faculty are expected to:
- Meet regularly with assigned LAs
- Include LAs in course preparation
- Clarify course-specific expectations and responsibilities
- Design activities that allow LAs to facilitate student learning
- Support LAs as developing peer educators
- Communicate with the Learning Assistant Program team as needed
The strongest LA-supported courses include intentional planning, consistent communication and active use of LAs during class.
Weekly Preparation Meetings
Weekly preparation meetings are a central part of the Learning Assistant model. These meetings give faculty and LAs time to review upcoming course material, discuss learning goals, anticipate student challenges and plan how LAs will support classroom activities.
Preparation meetings also help LAs strengthen their own understanding of course content and develop confidence as peer learning leaders.
LA Responsibilities in Faculty-Supported Courses
LAs are undergraduate peer educators who support learning, participation and engagement. They should not be used as replacements for instructors or graduate teaching assistants.
Appropriate LA responsibilities may include:
- Supporting active learning activities
- Facilitating small-group work
- Asking guiding questions
- Helping students articulate reasoning
- Encouraging participation
- Sharing observations with faculty about student learning
LAs should not be responsible for primary instruction, grading high-stakes assessments or managing the course independently.
Faculty Resources
Faculty interested in the Learning Assistant model may find the following resources helpful.
Faculty interested in using Learning Assistants should contact their departmental LA coordinator or the Office of Academic Affairs.
Requests may depend on program capacity, course needs, departmental priorities and availability of qualified student applicants.
