Educating Learning Assistants as Facilitators: Design Challenges and Experiences of Practice

Abstract

Background: Facilitation can be used to support experiential learning in higher education but can be a resource-intensive approach. One solution to compensate for this may be to educate learning assistants (LAs) as facilitators. Purpose: This article presents a facilitator education program where LAs receive facilitator training to facilitate other students’ interdisciplinary teamwork processes and explores experiences that the facilitators gain from this program and from working as a facilitator. Methodology/Approach: An analysis of the facilitator education program and a set of reflective accounts from the student facilitators led to three main findings. Findings/Conclusions: (1) The facilitator education—both useful and inadequate, (2) facilitation and the facilitator role—different and demanding, and (3) the LA's job—great, but potentially overwhelming. Implications: With limited practice, thorough training, and follow-up, LAs can be used as facilitators, and thus, contribute as experiential educators in higher education.