Table 1 A summary of studies referenced in this paper that assess one or more of the original goals of the LA model (see text for details of goals)

Alzen et al. (2017)

1

Quasi-experimental

DFW rates improved in introductory physics courses after the implementation of the LA program.

Alzen et al. (2018)

1

Quasi-experimental

DFW rates improved in introductory STEM courses after the implementation of the LA program.

Barr et al. (2012)

2

Quasi-experimental

In-service science and math teachers that were formerly LAs have significantly different classroom practices than their non-LA colleagues.

Campbell et al. (2019)

2

Pre-experimental

LAs and faculty both perceive improvements to collaborative learning due to LA support, but improvements to LA and faculty training could improve the effectiveness of the LA program

Caravez et al. (2017)

3

Quasi-experimental

Teaching without LAs is associated with a steady decline in concept learning for students, but instructors that teach with LAs do not experience the same decline in learning for their students.

Close et al. (2013, 2016)

1

Pre-experimental

Being an LA promotes a stronger physics identity.

Cochran et al. (2016) and De Leone et al. (2019)

4

Pre-experimental

The LA program can facilitate partnerships between two-year and four-year colleges that are beneficial, but require consistent communication between the institutions.

Conn et al. (2014)

2

Quasi-experimental

First semester LAs communicate unease with respect to teaching and learning that is not seen with more experienced LAs.

Gray and Otero (2009)

2

Quasi-experimental

Both LAs and non-LAs recognize that group work is important, but non-LAs more often express concerns with their ability to successfully use group work.

Gray et al. (2010)

2

Quasi-experimental

Former LAs teaching practice is more in line with national standards and evidence-based practice than non-LAs.

Gray et al. (2012)

2

Quasi-experimental

Former LAs are more likely to use formative assessment than non-LAs.

Gray et al. (2016)

2

Quasi-experimental

Former LAs more commonly use evidenced-based teaching practice, especially early in their careers.

Herrera et al. (2018)

1

Quasi-experimental

Coupling LA support with collaborative learning is correlated with higher learning gains than collaborative learning alone.

Knight et al. (2015)

1

Quasi-experimental

Content and length of small group discussions about clicker questions are impacted by the presence of an LA and the techniques used by LAs.

McHenry et al. (2009)

3

Pre-experimental

LA-faculty partnerships help to expand the conceptions about teaching and learning for both faculty and LAs.

Miller et al. (2013)

1

Quasi-experimental

Improved learning gains are observed in LA-supported introductory physics courses.

Nadelson and Finnegan (2014)

1

Pre-experimental

The knowledge and leadership skills needed to excel at the LA position leads to the development of stronger professional identities.

Otero et al. (2006, 2010) and Otero (2015)

1,2,3

Pre-experimental and quasi-experimental

The LA program engages students and faculty in teaching as a practice and career and improves student learning gains.

Price and Finkelstein (2008)

1

Quasi-experimental

Physics LAs have significantly higher learning gains than students who taught or conducted research in other environments.

Quan et al. (2017)

2

Pre-experimental

LAs view convergent/divergent thinking and design thinking as the most productive concepts in their pedagogy course and classroom role play as the most productive activity

Robertson and Richards (2017)

2

Pre-experimental

“Sense-making” helps LAs more attentive to student thinking and helps them recognize the importance of responsiveness as a component of good instruction.

Sabella et al. (2016)

3

Pre-experimental

LA-faculty partnerships range from being mentorships to being collaborative where faculty and LAs learn from each other.

Sellami et al. (2017)

1

Quasi-experimental

Students in LA-supported courses performed on better exam questions that require higher order cognitive skills, and this difference is greater among underrepresented minority students.

Shi et al. (2010)

1

Quasi-experimental

Learning gains for LAs in Introductory Molecular and Cell Biology are better than non-LAs, but lower than “experts”.

Thompson and Garik (2015)

1,3

Pre-experimental

Students are satisfied with their LAs, but their focus is mainly on grades, while LAs emphasize learning for conceptual understanding.

Top et al. (2018)

2

Pre-experimental

It is critical to use accessible language when teaching pedagogical concepts to first semester LAs.

Van Dusen and Nissen (2019)

1

Quasi-experimental

LA support is associated with decreased DFW rates for all students and larger decreases for students of color.

Van Dusen et al. (2015)

1,3

Quasi-experimental

LA support correlated with a reversal of traditional learning gaps between race, and student outcomes improved when 16-30 minutes/week were spent with LAs and when instructors had more experience teaching with LAs.

Van Dusen et al. (2016)

1

Quasi-experimental

LA support correlated with an elimination and in some cases reversal of traditional learning gaps between race and gender in physics.

Van Dusen and Nissen (2017)

1

Quasi-experimental

LA support is correlated with improved outcomes for all students.

Wendell et al. (2019)

2

Pre-experimental

LAs notice student misconceptions and common errors in thermodynamics.

White et al. (2016)

1

Quasi-experimental

LA usage is associated with improved concept inventory scores, and the improvement is largest when LAs are used in a laboratory setting.