"Having an LA in my class seems to make students feel that I am more accessible to students. I also feel that the LA is playing the role of extra eyes and ears for me; I can see what students in my class are thinking, and in particular, where they are having difficulty and challenges better and more clearly. This really helps me make quick and flexible adjustments in the lecture and class activities to improve the class.  Finally I somehow feel that the atmosphere of the class is different such that I feel we are all working to learn together, as opposed to I am teaching and they are learning." -Yasuhiro Ozuru, Psychology

"Students who are shy or anxious about their work are more comfortable working with their LA peers. The LAs act as informal role models, encouraging students by sharing their own experiences, challenges and strategies for success. My LAs also serve as extra eyes and ears, seeing how students respond to new material. They help me decide what formats and activities to use to reinforce key concepts." -Deborah Narang, Mathematics & Statistics

"Having an LA has been a transformative experience when it comes to planning lessons. It's incredibly beneficial to have a student's perspective on which way to introduce a topic or when to take a lecture break so students can try new material. Having another person to brainstorm the best teaching experience with is so valuable. Having an LA also makes the classroom experience much less stressful. Everyone can get their questions answered quickly because there are more members of the instructional team in the room. It's great for students who feel intimidated asking a faculty member for help - they connect with LAs easily!" - Stasia Straley, Accounting & Finance

"My LA is amazing. He's patient and he knows how to help people without giving them the answer. I consider myself lucky to have him in the classroom. I pause for active learning in all my classes but get the best student engagement in my class with my LA. I think my students feel way more comfortable opening up to him about difficulties they're having because they know he is a student."  - Eric Foley, Quantitative Studies

"I am determined as a Learning Assistant (LA) to create a supportive learning atmosphere. I aim to foster an environment where students feel safe to ask questions and make mistakes. By using teaching strategies like open-ended questions and encouraging discussions, I hope to instill a growth mindset in students. My goal is to inspire them to approach learning with resilience, embracing challenges as opportunities to grow, and fostering a positive attitude towards their studies." - LA for Biology

"I aim to promote peer interactions by looking for people sitting alone in the classroom and probing them with the professor's question (during "think-pair-shares") or by asking them and their neighbors the question to encourage a discussion. Encouraging them to engage in a discussion allows the students to take accountability for education. Sometimes, people need a little push, or sometimes, even the facilitation of a conversation can catapult deeper learning that can take place from peer-to-peer interactions." - LA for Biology

"I often see students doing the right thing in math class, but they don't have confidence in themselves so they question their abilities. A little encouragement and acknowledgment goes a long way." - LA for Mathematics

"Some ways I promote peer interactions include holding study sessions for the students, where students get to work together on assignments and/or handouts before an exam. I think that the session I did have was great for fostering group discussions and encouraging the exchange of ideas. I also try to facilitate pair activities to create opportunities for students to interact and learn from each other, and develop collaborative and social skills." - LA for Accounting 

"If there is a student lingering on the outskirts of a group, I try to bring them into a discussion by asking, "Do you have any thoughts on the topic?" When a group asks me for help, I provide them with information to lead them in the right direction, then encourage them to keep talking about it amongst themselves. I try to seek out the groups during our think-pair-shares that aren't talking to each other much and ask them what they're thinking about the subject - this will usually kick start the discussion between the partners. This is important to do as an LA because peer interactions help students communicate and synthesize the information they're learning in lecture. We learn and remember things better when we have a chance to explain/go over/analyze something in our own terms to a peer." - LA for Biology

LAs are members of the instructional team who can support faculty by facilitating in-class discussions and activities. LAs meet with the course instructor weekly to stay on the same page, discuss course content, share any insights from the previous class or student interactions, and talk through the lesson plan for upcoming classes. LAs are hired by and report to the Program Director for Peer-to-Peer Retention Initiatives. LAs attend an initial orientation as well as ongoing pedagogy trainings. There may be one or more LA(s) in one class depending on the class size. There are currently (or have previously been) LAs in courses such as: Anatomy and Physiology, Introductory Biology, Calculus II, Technical Math, Statistics for Psychology and more! 

As a Lead Faculty working with LAs, your responsibilities include: 

• Attend LA Faculty orientation 
• Engage with LA program staff and LA faculty colleagues
• Make use of your LA's time during regularly scheduled class components by integrating opportunities for LA/student interactions through active learning, group work, think-pair-shares etc.
• Meet with your LA(s) weekly (typically for 30-60 minutes). Provide your LA(s) clear expectations and the opportunity to voice questions, suggestions, and ideas. Consider adapting this LA & Faculty Shared Expectations Agreement with your LA(s).

• 
  In Person
• 
  Synchronous Online or Hyflex
• 
  Asynchronous Online

Throughout the life of the SAGE Success Title III grant, faculty working with LAs in approved courses will receive a $500 stipend to recognize their time and effort spent working with their Learning Assistant and adapting their course. This stipend is paid on a per semester per unique course basis. Not all UAA courses are eligible for an LA.

Yes! Please fill out this very brief LA Program Class Visit form and we will connect you with a faculty member currently working with LAs so that you can arrange to visit their class and ask any questions you may have. You must be logged into your alaska.edu email to access this form.

• The Learning Assistant Alliance (LAA) provides a wealth of information about the LA model including an list of articles about the LA model and practical advice on ways to work with LAs in various settings (in person, online, recitation style sessions, small or large classes etc.). Check out these resources on the LAA Resources website.
• Consider what you are hoping your LA(s) will contribute and then set expectations with your LA(s). Consider adapting this LA & Faculty Shared Expectations Agreement with your LA(s) at your first Weekly Prep Session.
• Reach out to Faculty Development & Instructional Support for help with course design, using online tools and teaching technology, accessibility and more!