Engagement and Attribution of Increased Engagement to Learning Assistants in Learning Assistant-Supported Classes

• In Event: Engagement and High-Impact Practices in Postsecondary Education

Abstract

Learning Assistant (LA) programs have been repeatedly found to have positive effect on student learning and persistence, yet less is known about the nuances of impact on student engagement. The primary purpose of the study is to explore different types of engagement within the LA-supported courses, and to understand the extent to which students and LAs perceive LAs’ contribution to engagement. Data were collected from students and LAs via two online questionnaires. Results from one-way repeated measures analysis of variance and one-way multivariate analysis of variance suggest attention should be paid to promoting cognitive engagement and affective engagement. Training of LAs should identify the types of engagement they seek to impact.

Authors

• Carl Westine, University of North Carolina - Charlotte

• Tong Wu, University of North Carolina - Charlotte

• Stella Yun Kim, University of North Carolina - Charlotte

• Derek Maher, East Carolina University