University of Tennessee at Chattanooga
Place of Publication
Research has identified potential difficulties for students enrolled in large classes. Large classes reduce opportunities for faculty-student interaction, which may predict decreased learning, retention rates, and student performance. It is therefore important to increase opportunities for faculty-student interaction. One successful tactic for increasing this interaction in large classes involves the utilization of undergraduate peers as class assistants. This manuscript describes the implementation of Undergraduate Learning Assistants (ULAs) in large sections of Introductory Psychology at Missouri State University, utilizing data collected prior to this manuscript. Further, this manuscript is a review of the implementation of ULAs at Missouri State submitted by students who have served in the position. ULAs mentor students, act as facilitators between the instructor and students, and lead study sessions before each unit exam outside of the classroom. While multiple positive outcomes have been observed by means of data collection and student feedback pertinent to learning outcomes and academic success, students also rated the ULAs and their study sessions as effective. Additionally, higher levels of course staff-student interaction has also been observed. Although related work has been published regarding the specific target domains of course redesign, this manuscript provides readers with information on how to implement ULAs with respect to each of the delineated target areas.
Pavlacic, Jeffrey; Culp, Megan; Harvey, Summer; Cathey, Christie; and Buchanan, Erin
"Using Undergraduate Learning Assistants to Aid in Course Redesign,"
Modern Psychological Studies: Vol. 23
, Article 2.
Available at: https://scholar.utc.edu/mps/vol23/iss2/2