ÌÇÐÄVlog

Program Outcomes

Between 2014 - 2025, the LA Program at Florida Atlantic has had:

• 18 distinct courses redesigned with the LA model
• Courses from 10 departments in 5 academic colleges taught with LAs
• 10,815 unique students enrolled in LA courses
• 478 unique students hired and trained as LAs
• 60 faculty participating in LA program faculty development
  • 22 instructors completed a semester-long LA Faculty Learning Community (LA-FLC)
  • 38 additional instructors completed an asynchronous Canvas faculty development program to learn about th eLA program and best practices
• 10 classrooms redesigned for active learning (9 Boca, 1 Jupiter)
• Publications and Presentations on the LA model
  • 1 peer-reviewed publication (co-authored by 3 ÌÇÐÄVlog faculty/staff)
  • 15 conference presentations or poster presentations by 15 unique ÌÇÐÄVlog faculty/students/staff

Faculty Testimonials

Student Testimonials

Let us know what you think of ÌÇÐÄVlog's LA Program!

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Calculus I: The LA model increased the number of As earned in Calculus while decreasing the number of Ds, Fs and Ws from the start of the program at ÌÇÐÄVlog in 2014 through fall 2019 as shown in the graph above.

In calculus, we found that women pass the course at more than a 5% greater rate when taking the course with LAs with similar outcome for Black students in LA sections.

Chemistry II: In the Spring 2020 pilot of the LA program in CHM 2046 (General Chemistry II), the course section with LAs had significantly better outcomes than the section without LAs (taught by the same instructor). Highlights of the outcomes include:

Results in CHM 2046 in LA vs. Non-LA section (Spring 2020)

• Higher overall pass rate (by 3.7%) in LA section compared to non-LA section
• Higher rate of students earning A’s (41.5% as compared to 30.3% in non-LA section; a difference of 11.1%)
• Higher rate of Black students passing (5.5% difference: 91.38% in LA section; 85.71% in non-LA section)
• Higher rate of Black students earning A’s (36.2% vs only 19.64% in non-LA section)
• Higher rate of Hispanic students passing (by 8.79%)

Success Data for MAC 2311 and 2312

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The La Model

Teaching quality, curriculum design and assessment, and heightened student engagement are at the core of student success. The LA model is a successful, evidence-based model centered on engaging students in best practices in teaching and education, namely peer-assisted, active and collaborative learning. The LA Program fosters these core student success activities by providing the necessary framework to create a culture of peer-assisted collaborative learning at ÌÇÐÄVlog by supporting faculty in redesigning their more traditional, instructor-centered classrooms in favor of student-centered learning environments. To accomplish this level of engagement, the size of the learning team increases by embedding trained LAs who facilitate active learning and collaborative group work for all students in the classroom. Students become responsible for their own learning as they are engaged with peers to apply course content.

• Practice is the course redesign, incorporating in-class, small group active learning strategies facilitated by trained peers.
• Preparation (weekly prep) is a meeting between faculty and their LAs in which they discuss upcoming content, reflect on past content students are struggling to grasp, and discuss how to best facilitate learning. LAs act as student advocates by sharing the student perspective on learning.
• Pedagogy is a weekly seminar for first semester LAs where they discover how students learn, reflect on their own teaching strategies, and share experiences and challenges with other LAs.

Spring 2023 Science LAs (partial)