Imagining Futures: Learning Assistantships as an Avenue to Support Community College Student Development

• In Event: Student Learning and Engagement in Community Colleges and Beyond

Abstract

This study explores the impact of learning assistantships on community college students serving as near-peer instructional supports in mathematics classrooms. While prior research has documented the benefits of such programs at four-year institutions, this study examines how such roles can foster engagement and personal development at two-year colleges. Findings highlight the value learning assistants place on developing transferable skills—such as confidence, communication, adaptability, and leadership—through faculty collaboration and peer support. These outcomes suggest that learning assistantships function as high-impact practices that promote both academic success and professional growth. The study contributes to conversations on equity, retention, and student success in community colleges, offering implications for scalable, mentorship-based models that support holistic student development in varied educational settings.

Authors

• Paula Jakopovic, University of Nebraska - Omaha

• Brigid Howard, Metropolitan Community College

• Naomi Mardock, Metropolitan Community College