• What are faculty saying about the LA program?

  "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

• What are LAs saying about the LA program?

  "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

• What does working with an LA look like? What are my responsibilities as a Lead Faculty working with LAs?

  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. for a minimum of 15 minutes per week
  • 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.
  • Complete an LA & Faculty Shared Expectations Agreement with your LA(s) at the beginning of each semester.
• How can LAs support different course formats? 
  • 
    In Person
  • 
    Synchronous Online or Hyflex
  • 
    Asynchronous Online

  1. Facilitate discussions online synchronously or asynchronously (Blackboard, Teams, etc.) by posing follow-up questions or comparing/contrasting answers
  2. Encourage participation, especially from quieter voices
  3. Help students get started on a task
  4. Help students who are stuck
  5. Answer questions
  6. Share their own experiences 
  7. Host office hours or review sessions
  8. Check in with students before, during or after class, especially if there is a lack of participation
  9. Encourage students to reach out to the instructor
  10. Remind students to use their resources (syllabus, office hours, tutoring, campus offices)
  11. Post an introductory video of themselves to the course page
  12. Make recommendations and referrals to access UAA resources

  1. Post an introductory video of themselves to the course page
  2. Monitor the Zoom chat (Consider creating a partner system (pairing an online student with an in-person one to ensure questions are answered)
  3. Facilitate discussions online synchronously or asynchronously (Blackboard, Teams, etc.) by posing follow-up questions or comparing/contrasting answers
  4. Encourage participation, especially from quieter voices
  5. Reach out to students individually by email or chat to check in, especially if there is a lack of participation
  6. Help students get started on a task
  7. Help students who are stuck
  8. Answer questions
  9. Share their own experiences 
  10. Host office hours or review sessions
  11. Encourage students to reach out to the instructor
  12. Post reminders and announcements to encourage students to use their resources (syllabus, office hours, tutoring, campus offices)
  13. Make recommendations and referrals to access UAA resources

  1. Post an introductory video of themselves to the course page
  2. Facilitate discussions online synchronously or asynchronously (Blackboard, Teams, etc.) by posing follow-up questions or comparing/contrasting answers
  3. Reach out to students individually by email or chat to check in, especially if there is a lack of participation
  4. Help students get started on a task
  5. Help students who are stuck
  6. Answer questions 
  7. Share their own experiences 
  8. Host synchronous office hours or review sessions (online or in-person, must be optional)
  9. Encourage students to reach out to the instructor for further support
  10. Post reminders and announcements to encourage students to use their resources (syllabus, office hours, tutoring, campus offices)
  11. Make recommendations and referrals to access UAA resources

   

• Can I visit a class that has LAs in it?

  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.

• Helpful resources
  • 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! 

• What is an LA?

  A Learning Assistant is a current student who is hired to support student learning through research-based best practices in teaching and pedagogy. LAs typically support large undergraduate classes which are the entry point to a major or subject area. The role of an LA is to support student understanding through discussion facilitation and supporting in-class activities and group work. Being an LA is a great opportunity to solidify your knowledge in a topic, try out teaching and work closely with an Instructor or Professor here at UAA.

  Usually LAs are students who have previously taken (and successfully completed) the course they are an LA for. LAs may be in a course within their major, or any other course they are interested in and able to successfully support group work, in-class activities and discussions in.

• What do LAs say about being an LA?

  "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

• What do LAs do?

  Practice: LAs must attend the course they are an LA for and be ready to work with students, facilitate discussion and support in-class activities and group work. Some LAs may also hold optional office hours or exam study sessions outside of class time.

  Pedagogy: LAs are required to attend paid Pedagogy trainings throughout the semester. These trainings provide valuable insight and opportunities to practice teaching pedagogy so you feel best prepared for your role. 

  Preparation: LAs are also required to meet at least weekly with the Instructor or Professor of their LA course. This time is a valuable opportunity to review the subject matter of the upcoming lessons, plan for and understand what activities will be happening in class, and ask any questions you may have. 

• Qualities of a great LA

  To be a great LA you should be:

  • interested in working with your peers
  • comfortable leading conversations and asking questions rather than just providing answers
  • able to effectively communicate with many different learners and diverse groups of people (including students, faculty, staff and others)
• What class can I be an LA for?

  Classes that have had (or currently have) an LA include: Calculus II, Anatomy and Physiology, Introductory Biology, Statistics for Psychology, Technical Math and more! If you don’t see a course or topic area you are interested in here please reach out to Kearney Newman, Director of Peer-to-Peer Retention Initiatives or check in with your Professor to see if their course may be using an LA in the future.

• How much do LAs get paid?

  LAs are paid $17 per hour and typically work ~7 hours per week. However, LAs can work up to 20 hours total per week (for example, if you are an LA for multiple courses or multiple sections of the same course, or work in another student employee position). 

• How do I become an LA?

  Check out the Become a Tutor or Student Worker page to see what positions are currently open in the Learning Commons. New LAs are typically hired before the start of Fall and Spring semesters. If you are interested in learning more about becoming an LA, please reach out to Kearney Lewis, Program Director of Peer-to-Peer Retention Initiatives: knlewis4@alaska.edu or 907-786-0643.

Interested in becoming an LA?

Interested in working with LAs for your course(s)?

Have a question that is not answered here?

Reach out to the Program Director for Peer to Peer Retention Initiatives in the Learning Commons.

Kearney Lewis
knlewis4@alaska.edu
907-786-0643