Peer Learning Assistants (University of Georgia-2025)
Strategy/Project Description:
The Peer Learning Assistants (PLAs) initiative is a cornerstone of UGA’s strategy to strengthen active learning across high-impact classrooms. Through this program, trained undergraduate students are embedded in large-enrollment, introductory and gateway courses, particularly those with historically high DFW rates, to support peer-to-peer instruction and engagement.
PLAs are recruited and trained by the Office for Student Success and Achievement (OSSA), where they develop core competencies in active
Summary of Activities:
The Peer Learning Assistants (PLAs) initiative is a cornerstone of UGA’s strategy to strengthen active learning across high-impact classrooms. Through this program, trained undergraduate students are embedded in large-enrollment, introductory and gateway courses, particularly those with historically high DFW rates, to support peer-to-peer instruction and engagement.
PLAs are recruited and trained by the Office for Student Success and Achievement (OSSA), where they develop core competencies in active
Evaluation/Assessment plan:
Evaluation/Assessment Plan
The Peer Learning Assistants (PLA) program is evaluated on a semesterly basis to monitor progress toward its core objectives and assess its impact on student outcomes. The evaluation framework includes both quantitative and qualitative measures, with data collected and analyzed in collaboration with the Office of Assessment.
Key Performance Indicators (KPIs):
• Student Impact: Evidence of positive influence on students’ academic performance
• Program Scale: Stability or growth in the number of PLAs recruited, hired, and trained each semester.
Baseline Measures:
• Student Impact: Preliminary data from Fall 2023 indicates that the PLA program enhances classroom engagement, both peer-to-peer and student-faculty, and positively influences students’ decisions to persist in their major.
• Program Scale: 120 PLAs hired annually as of Fall 2023.
Goals/Targets for Success:
• Student Impact: Demonstrated improvement in academic performance, learning disposition, and/or major retention among students served by PLAs.
• Program Scale: In response to increased demand, OSSA began targeted growth of 120 PLAs per semester (240 annually) beginning in Spring 2023 and then expanding again to 200 PLAs per semester (400 annually) beginning Fall 2025.
Assessment Frequency and Duration:
• The PLA program is undergoing comprehensive assessment by the Office of Assessment. Early indicators affirm its positive impact on student academic performance. Evaluation occurs every semester on an ongoing basis to ensure continuous improvement and alignment with institutional goals
Progress and Adjustments:
Progress and Adjustments
Since its launch, the PLA initiative has demonstrated measurable success in enhancing student engagement, academic performance, and retention in high-impact gateway courses. Early assessment data confirms that PLAs contribute meaningfully to peer-to-peer learning and foster stronger connections between students and faculty.
Adjustments:
• As demand continues to grow, OSSA is refining recruitment pipelines to ensure high participation and a well-prepared PLA applicant pool.
• Additional support structures (e.g., peer mentoring, faculty development touchpoints) are being explored to sustain program quality at scale and deepen integration with course design.
Accomplishments:
• Successfully scaled the program from 120 PLAs annually (Fall 2023) to 240 PLAs per semester (360 annually) by Fall 2024, with further expansion to 400 annually targeted for Fall 2025.
• Collaborated with the Office of Assessment to implement a semesterly evaluation cycle, yielding early indicators of positive academic and attitudinal impact on participating student.
Plan for the Year Ahead:
Plan for the Year Ahead In the coming year, the PLA program will focus on three key priorities:
1. Sustained Scaling: Continue expanding to meet the new target of 240 PLAs per semester (400 annually by Fall 2025), ensuring coverage across high-DFW gateway courses.
2. Integrated Assessment: Deepen collaboration with the Office of Assessment to analyze longitudinal data on student outcomes and refine program design based on findings. Preliminary data indicate that students in PLA-supported courses earn higher grades and experience lower DFW rates compared to their peers in non-PLA sections. These early results underscore the importance of sustained assessment and continuous improvement to maximize the program’s academic impact.
Challenges and Support:
Sustaining Recruitment at Scale: As the program expands to 400 PLAs annually, maintaining a diverse, high-quality applicant pool across disciplines will require enhanced outreach and coordination.
Faculty Integration and Alignment: Ensuring consistent collaboration between PLAs and instructors requires new systems of communication and management at scale.
Resource Demands: Continued growth places pressure on OSSA’s staffing, training infrastructure, and budget. Sustaining quality at scale will require strategic investment and operational support.
Primary Contact:
Leah Carmichael, Director of Active Learning
