Learning Assistant Program

Engagement, Community, and Sense of Belonging Don't Just Happen, They are Designed

Learning Assistants (LAs) at UC Merced

The Learning Assistants (LA) Program is an evidence-based, multidisciplinary instructional strategy in which undergraduate students who have succeeded in a course engage in pedagogy-focused seminars that support their development as facilitators of peer learning. Designed specifically for large classes, the program promotes active learning and collaborative instruction across discussions, labs, and lectures.

Across many universities, Learning Assistants (LAs) are increasingly recognized for their vital role in supporting student success, not only by helping their peers navigate course content, but also by identifying and addressing academic stress, anxiety, and structural inequities. LAs foster peer-to-peer collaboration, promote intellectual risk-taking, and contribute to more inclusive, learner-centered classrooms. Their growing presence is reshaping how we think about support roles in higher education and their potential to shape the future.

Our Vision

We envision a learning environment where all students feel seen, supported, and empowered to succeed—especially in large-enrollment courses. By partnering instructors with trained undergraduate Learning Assistants who bring academic experience, cultural insight, and a shared student perspective, we aim to foster inclusive, learner-centered classrooms that cultivate engagement, community, and a sense of belonging across all three schools at UC Merced.

Diagram showing multiple groups of people connected by dotted lines, representing collaborative networks or communities interacting with shared resources and technology.
Popichak et al., 2025


LA Program Goals

The LA Program is designed to strengthen key aspects of teaching and learning in large-enrollment courses by:

  • Supporting faculty in scaling active and collaborative learning strategies to more effectively and equitably engage our diverse student population.
  • Fostering a stronger sense of belonging and satisfaction for students enrolled in these courses—and for Learning Assistants themselves.
  • Providing instructors and TAs with timely, student-informed feedback to enhance inclusive teaching practices, as LAs often have a unique understanding of peer experiences and needs.
  • Advancing the academic success, communication skills, and confidence of LAs, who deepen their content knowledge while building meaningful connections and contributing to a community of learners.

View Informational Session Slides

Diagram titled ‘The LA Model at UC Merced’ showing three connected components: Preparation, Pedagogy, and Practice. Preparation and Pedagogy inform each other, while Practice applies and reflects on both through interaction with students during class time.

Figure adapted from Barrasso & Spilios, 2021.

LA Programs Related Articles

Barrasso, A.P., Spilios, K.E. A scoping review of literature assessing the impact of the learning assistant model. IJ STEM Ed 8, 12 (2021). https://doi.org/10.1186/s40594-020-00267-8

Clements, K. A., Kyle T. Vallone, Thomas P. Clements, Elizabeth H. Catania, Lily L. Claiborne, Katherine L. Friedman, Todd R. Graham, Heather J. Johnson, Savanna R. Starko, ;Tara D. Todd, Jessica Watkins, and Cynthia J. Brame. Impacts of Learning Assistants on Student Belonging and Confidence Vary Across Science Disciplines and Course Contexts. CBE—Life Sciences Education 2025 24:2 https://doi.org/10.1187/cbe.24-07-0179

Popichak KA, Gruber PE, Suchman EL, McLean JL. Implementing an undergraduate learning assistant model to foster engagement and professional development in microbiology courses. J Microbiol Biol Educ. 2025 Jun 12:e0004225. doi: 10.1128/jmbe.00042-25. Epub ahead of print. PMID: 40503894. https://pubmed.ncbi.nlm.nih.gov/40503894/

For more information, please contact Adriana Signorini