Learning Assistant Program

The beneficial effects of Learning Assistants (LAs) on student experience and achievement is an ongoing and well-documented investment in the transformative power of learning, the benefits extend significantly to the LAs themselves. Through their work, LAs deepen their understanding of core disciplinary concepts, which can enhance their performance in all courses. They also develop crucial listening skills and relay valuable feedback from students to their instructional teams, advocating for targeted instructional support. Learning Assistants collaborate with instructional teams and learning communities. Participation in SCI 5050: The Science of Learning provides LAs with opportunities to connect with peers, access on-campus resources, and build professional relationships. Through this course, LAs gain insights into the psychology and science of teaching and learning. They explore concepts such as Growth vs. Fixed Mindset, Imposter Phenomenon, and the structural inequities affecting students' mastery levels. This knowledge equips them with best practices to participate in, and lead, productive, collaborative problem-solving discussions.

Faculty members who are interested in having LAs in their classroom should reach out to their department coordinators or email la-program@utah.edu

The Learning Assistant program at the University of Utah started in 2017 and is based on the program model developed by University of Colorado Boulder. Additional information about the origins and impacts of the Learning Assistant model is available on the University of Colorado Boulder’s website.

You can also find more information and available trainings at the Learning Assistant Alliance website.

Learning Assistants (LAs):
Role: LAs primarily focus on supporting students in understanding course material through peer-to-peer interaction. They assist with group discussions, provide feedback on assignments, and help clarify concepts. Their role is more about fostering a collaborative learning environment and enhancing student engagement.

Skills Developed: LAs refine their communication and facilitation skills, deepen their understanding of foundational concepts, and learn to navigate and address diverse student needs. They also gain insights into the psychology of learning and educational equity.

Teaching Assistants (TAs):

Role: TAs typically support the instructor with a broader range of responsibilities, including grading, leading lab or discussion sections, and sometimes delivering lectures. Their role often involves a mix of administrative tasks and direct instruction, working closely with the course content and helping manage classroom dynamics. TAs may also be responsible for grading.

Collaborative Potential:

Sharing Resources: TAs can provide LAs with valuable resources such as lesson plans, teaching materials, and supplementary readings. In return, LAs can share insights from their direct interactions with students, including common questions and misunderstandings, which can help TAs refine their materials.

Co-Planning Lessons: TAs and LAs can collaborate on lesson planning. TAs can guide LAs in designing engaging and effective lessons, while LAs can offer practical feedback on what works well with students based on their hands-on experience.

Peer Observation: TAs can observe LAs to provide feedback, but LAs can also observe TAs in action. This mutual observation helps both parties learn from each other’s strengths and areas of expertise.

Professional Networking: TAs can introduce LAs to professional networks and opportunities within the academic community, such as conferences, workshops, or research groups. Conversely, LAs can share their insights into student engagement and current trends in student learning, which can be valuable for TAs.

Reflective Discussions: Regular discussions about teaching practices, classroom challenges, and student progress can help both TAs and LAs refine their approaches. These reflective conversations provide a platform for sharing experiences and strategies.

Feedback Loops: Establishing feedback loops where TAs and LAs regularly provide constructive feedback to each other can enhance teaching practices. TAs can give feedback on instructional techniques, while LAs can offer insights on student reactions and engagement.

By fostering a collaborative and supportive relationship, TAs and LAs can enhance their own professional development and improve the overall learning experience for students. By leveraging their respective strengths and collaborating effectively, LAs and TAs can create a more dynamic and supportive learning environment that benefits both students and the educational team.

Learning Assistants have the ability to positively improve their peers' learning journeys in a multitude of ways. Not only do Learning Assistants have an opportunity to build meaningful relationships with instructors and their fellow students, but solidify their own understanding of the subject matter, learn the actual science behind learning our pedagogy course, SCI 5050: The Science of Learning, that all new LAs will complete, and gain confidence and leadership skills to support our learners!

We encourage anyone interested in becoming an LA to check out the testimonials of past and current Learning Assistants to read in their own words how the experience has affected their own educational experiences.

Learning Assistant Testimonials

Since the Fall 2017 semester, the Learning Assistant has continually been a part of the College of Science's student success. The Learning Assistant Program has grown from assisting the Physics & Astronomy department during its inaugural year to placing over 240 Learning Assistants in Atmospheric Sciences, Biology, Chemistry, Geology & Geophysics, Mathematics, Physics & Astronomy, and Science Research Initiative (SRI) in the Spring 2025 semester!

Click below to view the names of all the students that have been a part of the Learning Assistant Program and watch as we continue to grow. Thank you for being part of our story.

Legacy List of Learning Assistants

- Faculty Requests: April 7^th - April 25^th

- Student Applications: April 28th - June 27th

- Placement: June 30^th - July 18^th

- Final Placement & Adjustments: July 21^st - August 1^st

- Closure for Semester: August 4^th - August 15^th
- Faculty Requests: September 22nd - October 24th (15d)

- Student Applications: November 6th - November 28th (15d)

- Placement: December 1st - December 12th (10d)

- Final Placement & Adjustments: December 15th - December 19th (5d)

- Closure for Semester: December 22nd - January 2nd
- If applications are closed, you can still indicate interested and be added to our mailing list by completing this form.
Fall 2025 Placement Timeline:

- Faculty Requests: February 16th - March 6th (15d)

- Student Applications: March 16th - April 6th (15d)

- Placement: April 7th - April 17th (10d)

- Final Placement & Adjustments: April 20th - April 24th (5d)

- Closure for Semester: April 27th - May 8th (10d)
- If applications are closed, you can still indicate interested and be added to our mailing list by completing this form.
- Faculty Requests: March 16th - April 3rd (15d)

- Student Applications: April 13th - May 1st (15d)

- Placement: May 4th - 15th (10d)

- Final Placement & Adjustments: May 18th - 22nd (5d)

- Closure for Semester: July 27th - August 21st

Before applying:
- Please review program information and eligibility requirements.
- Double check your class schedule
APPLY NOW for FALL 2025!
In times that the applications are "closed", please feel free to contact us with adjustments needed to requests that have been already submitted. Thank you for working with us, we are dedicated to supporting you and your courses!

A couple of things to note;
1. Some courses may self-select LAs, you can reach out to faculty if you do not see their course on the list to check in if they would recommend you for the position or if they would be interested in having you as an LA.
2. If you are not placed by the deadline, this could be due to multiple reasons such a section scheduling, and course needs. Please reach out if you have questions. This should not discourage you to apply again in the future.

Strong Academic Performance: Minimum GPA requirement (specified by course on application or successful completion of the course(s) prior to applying.

Content Knowledge: Demonstrates a solid understanding of the subject matter.
- Must have taken the course prior to applying, and passed with the mastery required to be a LA for the course.
Interpersonal Skills: Effective communication and collaboration skills, and demonstrates the ability to work with diverse groups of students.

Commitment to the Role: Willingness to engage in professional development, such as attending weekly training sessions or pedagogy courses (e.g., SCI 5050). Prepared to invest time in supporting students and faculty, both in and out of the classroom.
Federal Work Study

The Learning Assistant position is eligible to be filled as a Federal Work Study position.

You can learn more about Federal Work Study benefits from these sources:
- University of Utah Scholarships and Financial Aid Office:
https://financialaid.utah.edu/types-of-aid/work-study/students/basics.php
- U.S. Dept. of Education:
https://www.ed.gov/content/8-things-you-should-know-about-federal-work-study

Enrollment Status: Must be a current student at the institution (e.g., undergraduate). Full-time enrollment may be specified.

Experience: Previous experience as a tutor, peer mentor, or in a similar role may be preferred but not required. Completion of a learning assistant training course (SCI 5050) is required prior to or during their appointment.

Recommendation and Approval

Optional: Endorsement from a faculty member or instructor in the subject area. Successful completion of the application. You can ask for feedback or recommendations from faculty by sending them this form and having them submit it to us.

Schedule Availability: Flexibility to attend all required classes, meetings, and training sessions. Inability to attend content prep meetings may result in ineligibility for position.
Compensation

Learning Assistants earn $15.00 per hour. Total compensation will be determined upon acceptance of an offer which will pay out in nine equal amounts throughout the semester. Unless the position is filled as a Federal Work Study position, LAs will not need to enter hours weekly.

Hours

Depending on the assigned course's needs, Learning Assistants can work between 3 - 15+ hours per week. As a rule during fall and spring semesters, students should not work more than 20 hours per week total between all campus positions.

Thank you for your interest in utilizing Learning Assistants! Please contact your Department Coordinator to find out if Learning Assistants make sense for your course and your goals:
- - Biology
    - Reneé Dawson
  - Chemistry
    - Michael Gruenwald
  - Math
    - Matt Cecil
  - Physics
    - Claudia De Grandi
  - Atmospheric Sciences
    - Brenda Bowen
  - Geology & Geophysics
    - Peter Lippert
  - Science Research Initiative (SRI)
    - Josh Steffen

Physics

1050: The Solar System
1060: The Universe
1500: Problem Solving Skills in Physics & Astronomy
2010: General Physics I
2015: General Physics Laboratory I
2020: General Physics Laboratory I
2025: General Physics Laboratory II
2210: Physics for Scientists and Engineers I
2215: Physics Laboratory for Scientists and Engineers I
2220: Physics for Scientists and Engineers II
2225: Physics Laboratory for Scientists and Engineers II
2235: Computational Laboratory for Physicists
2710: Physics III -- Modern Physics and Thermodynamics
3010: Physics IV- Intermediate Mechanics with Special Relativity

SCI 5050

LA Program Coordinators

Center for Science and Mathematics Education

Welcome to the Learning Assistant Program at the University of Utah!

Meet our Learning Assistants

Our Program's Legacy

Become a Learning Assistant!

Federal Work Study

Compensation

Hours

Faculty Connection

Supported Courses

CONTACT US