Summer Session A
Summer Session C
AAP PEER LEARNING ENROLLMENT PASSES
Effective Fall 2017, Peer Learning enrollment is divided into two assigned passes that give all students an opportunity to enroll in peer learning sessions, before an open pass for everyone. Please check MyUCLA for your individually assigned enrollment passes one week before the first week of each term.
Important: Students not enrolled in classes will be dropped from peer learning sessions.
Beginning Wednesday of week 1 through the following Sunday, you may experience a wait time before accessing the Peer Learning system whenever the system is experiencing a high volume of Peer Learning transactions. Your individual wait time will be displayed on the screen. You may logout of MyUCLA during your wait time and your position in the queue will be preserved. However, it is critical that you return to the Peer Learning page and are present before your wait time expires, otherwise, you will be placed at the end of the queue and assigned a new wait time.
In order to allow sufficient time to wait in the queue and to complete the enrollment process, it is highly recommended that you login to MyUCLA and visit the Pear Learning page as close to the beginning of each of your assigned pass times as possible. You must complete your enrollment transactions before the end of your pass time.
Help keep wait times short for everyone! Once you have completed your Peer Learning Enrollment, please refrain from returning to the MyUCLA Peer Learning Page until your next pass begins.
First Peer Learning Enrollment Pass
During first pass, students may enroll in peer learning for one class. This gives all students a better chance to obtain at least some Peer Learning. Students who do not enroll in a session during their first pass must wait until their second pass to enroll.
Second Peer Learning Enrollment Pass
During second pass, students may enroll in peer learning for up to two classes
Open Peer Learning Enrollment Pass
Once the two initial assigned passes are completed, all AAP students will have an opportunity to add or drop sessions through the end of the third week.
Students are not allowed to enroll before their specified enrollment pass time(s). Enrollment pass times are assigned based on your year of entry to UCLA. Appointment times are randomly assigned within pass periods that are prioritized by group in the following order:
- New students
- Second year students
- Third year students
- Fourth year (or older) students
How to SIGN UP for AAP Peer Learning Sessions
- Access the MyUCLA Peer Learning feature by either of the following ways:
Click the Peer Learning link: http://my.ucla.edu/directLink.aspx?featureID=152&u=1
Log on to MyUCLA and click the “ACADEMICS” tab. In the “Advising and Academic Services” section, click “Peer Learning.”
- Read the terms of agreement. If you agree, check the box for each section, then click “I Agree.”
- Select the appropriate term from the menu in the upper-right corner (e.g. Fall 2017).
- Select AAP from the Unit menu in the top-left corner, if not already selected.
- In the PEER LEARNING menu, click FIND A SESSION.
- Click on the subject area you want to enroll in (e.g. Physics), then select a course.
- If no session time matches your schedule, click the “request an alternate time” link.
- If the course you would like is not listed, we encourage you to request the course using the WISH LIST function.
If you have any questions about how to sign up, please email us at firstname.lastname@example.org or give us a call at 310.206.7771.
Now Open: 2022-2023 Academic Year PLF Applications
AAP F/TSP PLF Applications will open during Spring 2023
What is a Freshman/ Transfer Summer Program (F/TSP) PLF?
The F/TSP Peer Learning Facilitators (PLFs) are mainly upper-division undergraduates who successfully completed courses in the Math, Sciences, Humanities, and Social Sciences disciplines. They seek to help AAP Students assess and develop the reading, writing, interdisciplinary reasoning, and analytical and critical thinking skills necessary for success at the university. F/TSP PLFs provide students with the intellectual challenge, encouragement, and personal support they need to recognize their own authority as thinkers and learners. They also act as mediators and mentors, helping AAP students deal with the academic expectations at UCLA.
What do they do?
For the most part, the intellectual mentors facilitate sessions in small groups. This approach fosters discussion and allows students to listen to, grapple with, and articulate new and different perspectives. It helps students develop the tools necessary for scholarly inquiry and enables them to work collaboratively, to help one another, and to see that they can rely on classmates as well as on teaching assistants and F/TSP PLFs in the learning process. Sessions allow the F/TSP PLF to get a close-up look at what skills, experiences, and background knowledge the student brings to the course. In addition, sessions allow F/TSP PLFs and students an opportunity to get to know and trust one another.
Many students worry about using Peer Learning, thinking that it’s remedial. Perhaps you are one. Here are some reasons students give for not using AAP Peer Learning workshops and our responses to them.
Reason #1: I don’t need Peer Learning sessions because I’m not in academic difficulty.
Our program is broader than trouble-shooting or remedy-seeking. AAP Peer Learning sessions are designed to enhance your learning–even if you are an “A” student. Learning is enriched if it takes place in a social context where you can test your understanding in dialogue with others. Everyone can benefit from seeing how others view things, hearing responses to one’s own ideas and the ideas of others, and receiving encouragement from one’s peers. Peer Learning sessions give you a place to assume the role of instructor as well as learner; and it introduces you to a network of other students. Of course, if you are having trouble understanding class material, Peer Learning sessions are a fine place to seek assistance. We know that people sometimes feel stigmatized when they ask for help, but it’s important to recognize that you don’t need to handle everything alone. Working with a Peer Learning Facilitator does not detract from whatever you accomplish.
Reason #2: I don’t want to depend on others.
Peer Learning sessions are designed not only to strengthen your academic skills, but to cultivate your confidence and self-reliance. Peer Learning Facilitators will help you articulate your ideas, not impose their own. They will help you view your work critically and guide you to look for options. Peer Learning sessions are student-centered. We encourage you and the PLF to discuss expectations, to examine the Peer Learning session relationship, and to work on that relationship as you work together on academic material.
Reason #3: I don’t have time for Peer Learning sessions.
Time is at a premium at the university. The quarter system is demanding. Our sessions will help you get started quicker and become more organized and focused, all of which should generate enthusiasm in your work.
Reason #4: I had a bad experience with Peer Learning sessions.
Perhaps you have had a bad experience with Peer Learning sessions. That does happen. Things can go wrong in human relationships. Maybe it was a personality conflict, or perhaps your expectations were different from the PLF’s. Whatever the reason, we urge you to try Peer Learning sessions again. Bad experiences are the rare exception in our program.
Reason #5: If I want Peer Learning sessions, I can use my friends.
We think it’s good for you to get together with other students and encourage you to do just that whenever you can. But we think you’ll find it useful to develop a relationship centered on our Peer Learning sessions. For one thing, friends may not always be available; or such sessions may have more of a drop-in quality to them than a sustained one. An ongoing Peer Learning session relationship, with a trained PLF, guided by AAP’s educational philosophy, offers you an avenue to academic excellence. In closing, though we urge you to use AAP Peer Learning sessions for a number of reasons, one very important reason remains: this program belongs to you–the students. It was formed by students like yourself, and it has been passed on to you. 90% of the Peer Learning Facilitators are AAP students like yourself. If AAP Peer Learning sessions are to continue to meet your needs, it is extremely important that you help shape its direction by your active participation.
Peer Learning Unit Administrative Team
Ifeoma Amah, Ph.D.
1101B Campbell Hall
Emmanuel Owaka, M.A.
Lab Coordinator of the Math and Sciences Lab
1201B Campbell Hall
Lab Coordinator of the Humanities and Social Sciences Lab
1112A Campbell Hall
Assistant to the Director/Office Manager
1214 Campbell Hall
Humanities and Social Sciences PLF Supervisors
Economics & Management: Sara Rodriguez, email@example.com
English Composition: Mikayla Burson, firstname.lastname@example.org
Humanities: Katheryn Quijada-Polanco, email@example.com
Psychology: Karina Garcia, firstname.lastname@example.org
Social Sciences: Fernando Lupian, email@example.com
Math and Sciences PLF Supervisors
Chemistry: Yesenia Apreza & Jasmine Caballero, firstname.lastname@example.org
Earth Sciences and Computer Programming: Mariam Morcus, email@example.com
Life Sciences: Kaleb Jimenez & Arleth Lozada, firstname.lastname@example.org
Mathematics & Statistics: Nicole Chavez & Letzi Esparza, email@example.com
Physics: Mona Miraftab, firstname.lastname@example.org