Evaluation of the Effectiveness of a University Learning Assistant Program

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Measuring Student Outcomes and Institutional Practice (Table 8)

Abstract

Universities around the world continue to adapt the Learning Assistant (LA) model (Otero et al., 2006; Otero et al., 2010) in an effort to improve student achievement outcomes. In this study, a quasi-experimental, multi-level, matched-pairs design on outcomes of posttest scores and final course grades was used to examine a large LA program at a public university in the southeast U.S. involving multiple disciplines. Impacts varied by courses and subject areas. Findings include mostly null and small negative effects associated with participation in LA-supported courses, with the exception of an intermediate biology course. The results highlight the importance of controlling for possible selection-biases and the need for rigorous effectiveness evidence as LA programs expand into new disciplines.

Authors

• Carl Westine, University of North Carolina - Charlotte
  Presenting Author

• Tong Wu, Riverside Insights
  Presenting Author

• Nianbo Dong, University of North Carolina - Chapel Hill
  Non-Presenting Author

• Derek Maher, East Carolina University
  Non-Presenting Author

• Stella Yun Kim, University of North Carolina - Charlotte
  Non-Presenting Author