Below are some stats and figures about the performance of OSU's learning assistant program (as of December 2017). Have questions? Email them to LA program coordinator Devon Quick at devon.quick@oregonstate.edu. 

 Growth of the LA program at OSU:

  • Spring 2014, 25 LAs impacting 530 students in Human Anatomy & Physiology
  • Fall 2014 to Spring 2015,66 LAs impacting 1489 (+280% in 1 year) students in Vertebrate Biology, Adv. Human A&P, Paleobiology, Principles of Biology, & Intro A&P
  • 2015-2016, 60+ LAs impacting between 1700-2500 STEM students per term (+167%) and utilized in 10 different IB courses, while also being adopted in 2 in other departments (Physics & Engineering).
  • AY 2016-2017, 80+ COS LAs impacting between 3000-3500 students, 80+ COE LAs impacting 1000+ students (+180%)
  • For students impacted, this is +958% growth over 3 years

 

Indicators of the success of the LA program at OSU:

  • LAs: Our ongoing research suggests that LAs find the program incredibly valuable for insights into their own learning, mentorship relationships with course faculty, and confidence with disciplinary knowledge
  • Lower DFW rates: With LA course transformations, BI 213 (1100 enrolled) and BI 331 (280 enrolled) have recorded lower DFW rates (BI 213, 20% reduction, 14.6% to 11.7%; BI 331, 50% reduction, 22% to 10.9%, 2016 vs 2014)
  • Course Transformation: With the help of LAs, faculty implement active learning in 13 high enrollment lecture courses, and 10 additional recitation courses; faculty interest grew from 2 faculty in 2014 to 19 in 2016.

impact of LA program

The number of students impacted per academic year (left) and term (right) has grown significantly since the LA program’s inception in Spring 2014. With the observed increased growth in fall 2017, the program should impact more than 8,500 OSU students in 2017-2018. 

increase in impact of LA program

The number of practicing LAs per academic year (left) and term (right) has grown significantly since the expansion into the College of Engineering in fall 2016.

 growth in practicing LAs

As more faculty adopt evidence-based practices for student learning, they utilize LA’s to transform their courses. Once trained and having practiced in one course, LA’s frequently return to continue facilitating their same course or work with different faculty in other courses.