Abstract
In the fall of 2020, our department at George Mason University integrated graduate learning assistants (GLAs) into our graduate core courses. GLAs are funded graduate students who assist instructors during class, facilitate active learning preliminary exam problem-solving sessions, hold extra office hours, and serve as peer mentors for beginning graduate students. The GLAMS program was designed to support beginning graduate students as they prepared for their preliminary exams. We describe the program and provide details about how it was implemented. We include preliminary student feedback as well as faculty and GLA reflections. To conclude, we outline our plans for programmatic changes moving forward.
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