Florida Atlantic University recently adopted the Learning Assistant (LA) Model as part of its new Quality Enhancement Plan (QEP) initiative, aiming to improve student learning through active engagement. In alignment with this effort, we redesigned the Calculus I course to emphasize active learning strategies that promote group collaboration, critical thinking, and independent discovery. The LA Model, developed at the University of Colorado Boulder, has proven successful in transforming undergraduate STEM instruction. LAs play a central role in fostering course transformation by facilitating small-group interactions during class. Faculty members work closely with undergraduate LAs, holding weekly meetings to train them in research-based teaching methods and assess the impact of instructional interventions.

While the LA Model is known to improve both student performance and teacher preparation, research on its implementation has largely been limited to a small community of education researchers. There remains a critical need for more comprehensive assessment, particularly to identify which contextual factors influence the success or failure of LA-supported courses. Moreover, although widely adopted in U.S. universities, the LA Model has received limited attention in European higher education. A secondary aim of this study is to introduce the LA Model to a broader international audience.

This paper presents findings from a four-semester design-based research project focused on implementing and refining the LA Model within our department. The three key components of the model—pedagogical training, weekly course coordination meetings, and active classroom engagement—were adapted to suit our institutional context. Adjustments were documented and incorporated iteratively based on classroom experience and feedback.

This study offers two key contributions: first, it presents a case study of a new LA program within an honors college context, documenting its development over four semesters. Second, it seeks to broaden the international conversation on the LA Model by sharing insights from our implementation experience. The transformation of our Calculus I classroom has been marked by increased student engagement, improved critical thinking, and a stronger sense of mathematical identity. We will discuss what has worked well in facilitating student engagement and conceptual understanding, as well as areas where improvements are needed to further enhance the effectiveness of group work and peer learning in calculus instruction.

Keywords: Learning Assistant model, active learning.