Research has identified problems for students associated with large class sizes. Large class sizes reduce opportunities for interaction among students and faculty, which can lead to problems with student learning, retention rates, and lower student performance. It is therefore important to increase opportunities in a large class setting for students to interact with faculty and staff. One successful tactic for increasing student-faculty interaction in large classes involves using undergraduate peers as class assistants. This paper describes the implementation of Undergraduate Learning Assistants (ULAs) in large sections of Introductory Psychology at Missouri State University from a historical perspective, utilizing data collected prior to this manuscript. In essence, this manuscript is a review of the implementation of ULAs at Missouri State submitted by students who have served in the position. ULAs mentor students, act as facilitators between the instructor and students, and lead study sessions before each unit exam outside of the classroom. Multiple positive outcomes have been observed by means of data collection and student
The final paper published online can be found here: https://scholar.utc.edu/mps/vol23/iss2/2.
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