ºÚÁϳԹÏÍø±¬ÍøÕ¾

Faculty report that Learning Assistants provide an additional view into students' learning perceptions. Faculty use Learning Assistants to practice grammar in a foreign language, scaffold a student struggling with a problem set, or ensure understanding of a text through discussion.

When asked, “What is the best part about having a Learning Assistant?” in Spring 2023, faculty shared the following:

"They are an additional resource for students, and they are available at times when I am not personally present. (They usually work on nights and weekends, which is very helpful for students in class). Students also like having the opportunity to work with Learning Assistants, to get different explanations and resources."

"Working with a smart, curious, committed student has made it much more feasible for me to try some experimental pedagogical approaches in my class. I couldn't do this without his support."

Due to budget constraints, not all Learning Assistants will be approved for courses. Preference will be given for 1000- and 2000-level courses with 25 or more seats. Courses with a Teaching Fellow are not eligible for Learning Assistants.

Requests for Learning Assistants are made through the Course Offering Workshop form through the Office of the Registrar.

Effective Learning Assistants are students well versed in course materials and interested in teaching. Skills of active listening, empathy, close observation and perspective taking are perhaps more important than simply selecting the top academic performer. Faculty may spot leaders in group work or students contemplating a life in academics and select them for a Learning Assistant role.

For an equitable and inclusive hiring experience, departments are requested to engage in the following steps:

1. Draft a job description using the list of roles above. (See sample job descriptions.)
   
   
2. Craft a job requisition in Workday. For more information on hiring in Workday, visit the Student Employment website or contact Meredith Fischer.
   
   
3. Advertise the position with majors and minors. Connect with students who have taken the class in the past 1-3 years and invite them to apply.
4. Interview/meet with interested students and have a set list of questions to ask. Based on your requirements and the job description, determine how you will evaluate applicant responses and make an informed choice that serves your needs and best meets those of students enrolled in the course. Possible questions include:
   • Why would you be an ideal candidate for this position? 
   • What relevant courses and work experience have prepared you for this? 
   • What would you hope to learn/gain/develop from this experience? 
   • What is one change you would suggest for the course for this semester? 
   • What other commitments do you have for work, service, classes this semester? What is the time commitment for each?

5. Complete the LA hire in Workday using this process.

Learning Assistants engage in 1-4 hours of professional development with the BCLT. Learning Assistants build foundational knowledge and skills in the:

• ethics and responsibilities of peer education
• science of learning
• creating equitable and inclusive learning communities
• teaching strategies to guide and assist the learning process.

Targeted pedagogical instruction occurs for students in language courses, STEM/Quantitative courses, and Humanities and Social Science courses.

Learning Assistants also engage in a mid-semester check-in and a final exit survey with the BCLT. Contact Katie Byrnes, Director of the BCLT (kbyrnes@bowdoin.edu) to learn more about the BCLT professional development of Learning Assistants.

Course instructors (faculty and lab instructors) prepare students directly for the knowledge and skills they will need to effectively work with students.

Sample Learning Assistant Job Descriptions

 Job descriptions include:

• Tasks/responsibilities/expectations
• BCLT professional development expectations
• Department/course-specific preparation expectations
• Meetings with course instructor and any reports/written reflections

Japanese 1101 Learning Assistant 

4-6 hours per week
Compensation: Level IV
Class hours: 8:30-9:30 MWF; office hours: TBD  

The Learning Assistant will work closely with faculty members to give individual attention to students enrolled in the class. Japanese Learning Assistant will: 

• complete BCLT training modules and an in-person meeting at outset of semester, a mid-semester reflection, and an end of semester survey
• meet weekly with faculty to review materials and receive explicit instruction about concepts to be covered
• guide students to acquire vocabulary, ensure accurate pronunciation, and drill grammatical structures
• lead exam review sessions but will NOT work during Reading or Finals periods
• gain insight into how second languages are learned and taught
• file weekly self-reflection reports that outline work completed and success or limits of the task and student response

Working with students and faculty is a valuable experience and vital for peer learning. Candidates are expected to be timely, discrete, conscientious, and willing to learn new things.  

EDUC 2222/PSYC 2012 Educational Psychology 

Job Details: 

• complete BCLT training modules and an in-person meeting at outset of semester, a mid-semester reflection, and an end of semester survey
• 10 hours prior to class starting when back on campus (class preparation, reviewing course materials, assignments, and syllabus, adding, and organizing materials to Canvas, communicating with students)
• 3-4 hours/week during the semester (Participate in learning community dialogues 1 class session/week, consult on group projects/class assignments, meet weekly with Professor Byrnes about course)
• Class meets on TR 2:50-4:15 (You cannot take another class at these times as you will meet with small groups during one of these times)

Requirements:

• Earned a B or higher in Educational Psychology. Exhibited positive engagement with peers and the course materials and assignments while enrolled in the class.
• Enthusiasm for the theory, research and practice of education, psychology, and adolescence.
• Commitment to co-creating inclusive and equitable teaching and learning environments
• Professional demeanor, positive attitude, growth mindset, and excellent communication skills.

EOS 1105 Learning Assistant

Job/Dept Summary:

Earth and Oceanographic Science investigates fundamental questions about our planet. From the classroom to field and laboratory settings, EOS students gain valuable skills and opportunity as they craft their ability to contribute on a larger scale. Department jobs are designed to support professional development, the department's essential functions, and the creation of a team and community atmosphere. The EOS 1105 Learning Assistant (Investigating Earth) will work with students and student assignments, with the primary roles of (1) attending and helping to facilitate small group discussion during class time (2) assisting with reviewing and tracking of bi-weekly course assignments.

Associated Competencies/Skills:

Critical Thinking & Problem Solving, Global Fluency, Professionalism & Work Ethic, Teamwork & Collaboration, Technical Aptitude, Verbal Communication, Written Communication

Job Responsibilities:

The EOS 1105 LA will work with Professor ________ as their primary supervisor 

Primary duties will include: 

• attend class (Block 8, Tuesdays at 12:30-1:50 pm EST) facilitate small group discussions during class time
• assist with technical issues as they arise
• assist in the reviewing and tracking of bi-weekly assignments submitted through Canvas

A secondary, but crucial, role of the LA is to serve as an EOS ambassador by fostering classroom community in an informal setting and being a role model for students who are curious about the EOS department and major. 

Although your primary supervisors will be in EOS, all Learning Assistants (LAs) across the College will have a working relationship with the Baldwin Center for Learning and Teaching (BCLT). LAs will be required to attend BCLT professional development (4 hours per semester).

Job Skills/Qualifications:

Application should include a brief personal statement describing why you would be an ideal candidate and a list of previous EOS or related courses. 

Required: 

• Enthusiasm for EOS and a positive attitude. Consistent professional demeanor. Successful completion of EOS 1105
• Availability during weekly class sessions (T 12:30-1:50 pm ET)
• All student employees must be residing in the United States to work for the College remotely.

 Preferred: 

• EOS major or intended major
• Availability during weekly lab sessions (R 8:00-9:20 am, F 1:30-2:50 pm EST)

May I have more than one Learning Assistant per course?
Yes, if the course has more than 25 seats.

Can a 3000-course have Learning Assistants?
Yes, but priority will be given to 1000 and 2000-level courses with 25 or more seats.

I have a Teaching Fellow in my course, can I also have a Learning Assistant?
No.

Does time spent preparing for class or meeting with me count toward a Learning Assistant’s weekly hours, and are they compensated for that time?
Yes.

Can students work in the summer or January prior to classes starting to help me with the course?
Yes, if they are living on campus/in Maine at the time they are working.

Can a Learning Assistant make my course materials more accessible?
Yes.

Will Learning Assistants be prepared to work with Canvas?
Yes.

Are Learning Assistants able to grade student work?
No. Learning Assistants may provide feedback on work, but Grading should not be the work of a Learning Assistant.

Are Learning Assistants required to sign a Confidentiality Agreement as a condition of student employment?
Yes, the Learning Assistant is asked to sign one Confidentiality Agreement form each year.