AULAP LA of the Month
August LA of the Month: Emily Moshell
In addition to our Faculty Spotlight, AULAP is excited to continue our student LA of the Month Spotlight beginning first with Emily Moshell, a chemical engineering major and physics LA. It was a pleasure sitting down with her and getting the chance to hear about her exceptional work.
Emily’s interest in the Learning Assistant program began Fall of her sophomore year after one of her friends, a Biology LA for Dr. Zhong, explained the program and its benefits. Beginning in Physics 1500 with Dr. Halford before moving to Dr. Bodewits’ Physics 1607 course, Emily has taken on a particularly intimidating subject among COSAM students.
In our talk, Emily mentioned how she is the only LA in a class of 35 students. She explained how Monday and Wednesday of class are primarily lectures with Friday reserved for group problem-solving. Emily works with these same groups of students weekly in class and labs and has grown to know many of her students personally often sharing stories and relating to students going through what she experienced when taking the course.
Emily pointed out some of the challenges she faces as a physics LA. She explained that early in the semester is particularly difficult for students who did not take physics in high school. She said it is also challenging to pinpoint what the students do and don’t know as some are hesitant to utilize LAs and instead opt for the TA or professor directly.
Despite this, Emily is sure to always send students extra practice problems and simulations as well as additional resources on campus where students can seek help. Additionally, as the semester progresses, Emily notes how rewarding it is to grow closer to students and watch them succeed. Students who were sometimes unlikely to seek help from Emily end the semester befriending her and thanking her for her help. Emily recalls a particular student that brought her flowers as a way of saying thank you.
Moving forward, Emily says that, prior to LAP, she had never considered a career in education, but now has considered teaching high school physics or math. She explained how she wanted to be like her favorite teacher, someone who pushed her to succeed and continues to inspire students to enter STEM fields.
To her peers, Emily is sure to always recommend LAP and encourages those who she thinks would be successful at it to apply. To students who may be hesitant, Emily says: “I was in your spot a few years ago,” but she assures them the reward is worth it.
Kaitlyn hosts office hours immediately before or after class to help students by providing convenient and available help. She notes that some students come to her for help and expect black-and-white answers or the work to be done for them and can grow frustrated when presented with more educational steps. “We won’t be there with them taking the test,” Kaitlyn said.
Despite this mentality, Kaitlyn then goes on to mention how some of these same students go on to succeed in the course by utilizing her tips; she recalls running into past students she’s worked with throughout campus and the friendly conversations that often take place as they recall their time working together.
Moving forward, Kaitlyn looks to pursue a master's degree in the nutritional field. She explained her interest in becoming a teaching assistant and attributes this goal to the positive experience she’s had as a Learning Assistant.
To her peers throughout COSAM here at Auburn, Kaitlyn highly encourages LAP as a “rewarding and low-maintenance” on-campus job perfect for students interested in helping others or looking to solidify the fundamental knowledge from past core classes. Kaitlyn looks forward to continuing to work with AULAP noting: “[LAP] has been a highlight of my time at Auburn”.
April LA of the Month: Kaitlyn Linehan
A freshman during COVID, Kaitlyn Linehan had limited exposure to Learning Assistants outside of Zoom classes. Entering sophomore year during her organic chemistry class, the nutritional science major was introduced to the in-class LA benefits- an experience that would inspire her to become an LA herself and whose work we are honored to feature in our LA of the Month Spotlight.
Kaitlyn now works with Dr. Prado in her chemistry courses that follow a flipped classroom dynamic. Dr. Prado gives Kaitlyn and the other 7 LAs present in her class the answer key to the day’s problems prior to class. They then move from group to group or student to student helping them with questions.
In our talk, Kaitlyn explained how some students, when they struggle, simply wait for the professor to answer the problem for the class and write down their method. Kaitlyn, however, makes sure to guide students through the problem so that they can arrive at the solution in their own way, a way that is more likely to stick with them down the line.
Kaitlyn mentions the repeat students she meets during office hours and how inspiring it is to see the material finally “click”. Often Kaitlyn will recommend ways to structure and systematically work through problems. When these same students return and Kaitlyn observes the implementation of her suggested methods, she describes it as “inspiring and encouraging”.
Kaitlyn hosts office hours immediately before or after class to help students by providing convenient and available help. She notes that some students come to her for help and expect black-and-white answers or the work to be done for them and can grow frustrated when presented with more educational steps. “We won’t be there with them taking the test,” Kaitlyn said.
Despite this mentality, Kaitlyn then goes on to mention how some of these same students go on to succeed in the course by utilizing her tips; she recalls running into past students she’s worked with throughout campus and the friendly conversations that often take place as they recall their time working together.
Moving forward, Kaitlyn looks to pursue a master's degree in the nutritional field. She explained her interest in becoming a teaching assistant and attributes this goal to the positive experience she’s had as a Learning Assistant.
To her peers throughout COSAM here at Auburn, Kaitlyn highly encourages LAP as a “rewarding and low-maintenance” on-campus job perfect for students interested in helping others or looking to solidify the fundamental knowledge from past core classes. Kaitlyn looks forward to continuing to work with AULAP noting: “[LAP] has been a highlight of my time at Auburn”.
March LA of the Month: Katie Marlow
Katie Marlow, a Junior here at Auburn studying genetics, was first exposed to the Learning Assistant program during her sophomore year microbiology class. She reached out to an LA named Riley, emailing her on the first day of class. After visiting Riley’s office hours regularly throughout the semester, Katie’s success in the course inspired her to become an LA herself. She now works with Dr. Mehari and her hard work has not gone unnoticed; it is with great pride we recognize Katie as March’s LA of the month.
Katie takes the valuable information she learned as a student who utilized the LA program and incorporates it into her role as a Learning Assistant for others. In our talk with her, Katie emphasized how valuable an LA’s perspective is. LAs are able to prepare students for the class in a way a professor may not be able to; they cover the course’s expectations, test difficulty, and how to best study- all from the perspective of a former student.
Katie encourages others to seek out help from LAs. She acknowledges the reality of life as a student: “We have a million other things going on, not just academic,” she notes. It is for this reason, she explained, that LAs are such a helpful resource. “We know how difficult the material is,” she says, “we’re here to help you.”
Katie understands the hesitation of some students asking the professor for help. This is why, when she walks around the class during student work time, she is sure to walk slowly and look for students who may be struggling. Sometimes she sits outside of groups working together, listening to their work and posing questions to lead the discussion. Other times groups seek her out to guide them through particular questions.
Katie explains how rewarding it is to see the students she helps in class as well as those who regularly come to her office hours improve their skills and develop better study habits. Katie recalls a particular time with a student struggling with DNA replication. Katie worked with them one-on-one trying visual and auditory learning methods to no avail. Finally, Katie realized this student was a kinesthetic learner, and when they got up and moved around the room, the material clicked. Katie remembers this student approaching her after a test thanking her for her help.
Toward the end of our talk with Katie, she mentioned her future career path and the role LAP has played in her plans. Katie plans to pursue a Ph.D. in genetics and notes that she has always wanted to be a professor. She says LAP has helped her realize how much she loves education and allowed her to build relationships with students and professors. So far, LAP’s impact on her career opportunities has been invaluable. She values Dr. Mehari and his role as a mentor as he has supplied letters of recommendation, job resources, and encouragement to pursue one’s passion.
To students curious about becoming LAs, Katie says to apply; reach out to professors and fellow student LAs. Katie recommends the experience, relationships, and resources AULAP offers and hopes others make the most of it.
February LA of the Month: Cullen Mills
In addition to our faculty spotlight, AULAP would like to recognize the work of our outstanding student Learning Assistants. This month, we had the honor of talking with Cullen Mills, a chemistry LA highly regarded among students and professors alike.
Cullen’s experience with the LA program began his freshman year in biology, an intimidating class for anyone especially freshman students at Auburn. After being introduced to student LAs, Cullen began working with a Learning Assistant named Ryan, someone Cullen would come to look up to that made his class experience approachable and fun. This positive exposure to the LA program inspired Cullen to become an LA himself.
Cullen works with Dr. Prado in her chemistry class as one of 8 LAs that move throughout the room providing individual assistance to a large class of over 200 students. With Dr. Prado’s flipped classroom style, in-class time provides the perfect opportunity for students to ask questions, a difficult responsibility for any individual professor alone to manage. Cullen explains how he’s there as a “bridge” to connect struggling students with the resources they need to learn best, be that guidance from himself or additional assistance from the professor.
Cullen values his work as an LA. He recalls students he has helped texting him with excitement over their test scores. He explains that many students often “beat themselves up” over chemistry and assume an A is an unattainable goal. Cullen emphasized how rewarding it is to work with these same students over the course of the semester as they develop their skills to succeed; Cullen celebrates the success of these students and loves when others do the same.
Cullen mentioned how fortunate he was to discover LAP. He says without it, he wouldn’t have a job on campus. He describes it as “getting paid to help people” and an opportunity to grow close to professors and learn even more about a subject he loves. In our talk with him, Cullen also emphasized the friends he’s made through LAP; in fact, Cullen is going on a trip with a friend he met through LAP this upcoming Spring break.
As a student who utilized LAs as well as an LA himself, Cullen has some advice for students curious about the Learning Assistant Program. For students in classes with Learning Assistants, he encourages them to engage with LAs. He says that LAs are fellow students who have taken the class before and sat in those same seats. He says that “we’re here to help” and reminds students hesitant to ask for assistance that there are “no stupid questions.”
For students interested in becoming LAs, Cullen encourages them to get close with their professors and be ready to learn. He says it “blows your mind how much you can still learn” even in a class you’ve taken before. He also reminds potential and current LAs that it is ok not to know every answer to a student’s question. He notes that LAs are there to serve as additional resources and guidance to the help students need- not an encyclopedia.
Toward the end of our talk, Cullen recalled a past student who found great success utilizing LAs incredibly excited to serve as an LA herself. Cullen thought back to his work with Ryan and how that experience encouraged him to join LAP as well. Going forward, Cullen encourages students to reach out to their LAs and explains that the relationships they build may one day lead them to serve as LAs themselves.