Learner Experience Advocacy Program (LEAP)

In the Learner Experience Advocacy Program, undergraduate students learn about course feedback strategies and partner with participating instructors to observe and share feedback on course design and delivery. The goals of the program are to meaningfully improve the learner experience at UAF, build community among instructor and student leaders, and provide professional development to students and instructors alike.

I value getting the student perspective above all else in this program because this is something that is difficult for instructors, especially as the years go by (and we are more removed from our time as students).  Both students provided me with great ideas.  I have made several changes to my class already and will continue to implement their ideas as I move forward.

Jen Peterson, Department Chair & Associate Professor of Psychology

Participating in the LEAP program was an absolute joy. […] The LEAP modules targeted the aspects of pedagogy and course design that in my own experience (as well as reading of some of the literature) are the most critical for effectively facilitating learning, but are also perhaps the most different from how teaching was modeled to me in my own college experience. 

Mareca Guthrie, Associate Professor of Art

STUDENT ADVOCATES

Student Advocates can expect to spend 3-4 hours per week on the program after an intensive week of training. Advocates receive a $1500 scholarship upon completion of the program. Returning students receive a $2000 scholarship.

  • Students observe and provide feedback to two online courses. 
  • All participating courses are based online; students are not expected to attend synchronous class sessions.
  • Students complete feedback packets before each conference to guide observations and discussion.
  • Students and faculty meet every other week in 30-minute conferences via Zoom
  • Most courses have two Student Advocates; both students, a program facilitator, and instructor will attend conferences.

INSTRUCTOR PARTNERS

Participating instructors get targeted, high-quality feedback on their course design and teaching, while building community with colleagues and students alike. The time commitment is about 10 hours of meetings spread out over the course of the semester.

  • Most courses have two Student Advocates to observe the course and provide feedback.
  • Faculty will receive a feedback packet from their Student Advocates before each meeting, which guides student observations for the week and is a jumping-off point for discussion.
  • Students and faculty meet every other week in 30-minute conferences via Zoom.
  • Most courses have two Student Advocates; both students, a program facilitator, and instructor will attend conferences.
  • Faculty receive a Final Feedback Packet from their student partners, which faculty  may elect to add to their tenure and promotion file. Alternatively, faculty may request certificates and/or letters of support from program facilitators. Course feedback is a private conversation between instructors, their student advocates, and program facilitators who review student work and attend biweekly conferences. No course feedback will be shared outside these relationships unless it is shared by the faculty member themselves.

Upcoming Cohorts


LEAP 2024 – Fall

Thank you! Our Fall program is full!

Outcomes

  1. Receive feedback on course design from trained students.
  2. Dialogue with student advocate about design and revision decisions
  3. Revise a course.

Instructor Eligibility

Applicants must have taught the course they apply with at least once before and it must be an online course. Preference is given to 100 and 200-level courses.

Student Eligibility

Applicants must be currently enrolled as an undergraduate student at UAF and they must have taken at least 12 credits at UAF already. There is no minimum GPA requirement.


LEAP 2025 – Spring

Outcomes

  1. Receive feedback on course design from trained students.
  2. Dialogue with student advocate about design and revision decisions
  3. Revise a course.

Eligibility

Applicants must have taught the course they apply with at least once before and it must be an online course. Preference is given to 100 and 200-level courses.