Learning Assistant Program

Mission: Our mission is to empower learning assistants by providing them with robust pedagogy training and ongoing support, helping them to thrive as peer facilitators and enhance educational outcomes. We are committed to fostering their professional growth and development, thereby contributing to a more effective and engaging learning environment.

Vision: We envision a thriving community of learning assistants who are dedicated to continuous growth and collaborative innovation in education. Through the Learning Assistant Program, we aim to build a dynamic network where every participant is encouraged to grow and contribute, collectively shaping the future of teaching and learning.
We, the learning assistant community, at the University of Utah are dedicated to fostering a transformative educational experience for students, learning assistants, faculty, and the broader community. At its core, the learning assistant initiative embodies a commitment to student-centered education, emphasizing that meaningful learning occurs when students are actively engaged and supported. The Learning Assistant Program is designed to enhance the educational journey by integrating innovative teaching methods and collaborative learning strategies. Our learning assistants are central to this transformation, acting as catalysts for change and connection in the classroom.

The impact of the Learning Assistant Program extends into the broader university community. Faculty members benefit from the support and insight provided by learning assistants, which enriches the overall teaching and learning experience. The collaboration between faculty and learning assistants helps to create a more engaging and effective educational environment, allowing faculty to focus on higher-level instruction and mentorship. For learning assistants, this program is an opportunity to develop essential skills and gain invaluable experiences that extend beyond the classroom. They acquire a deep understanding of pedagogical techniques, improve their communication and leadership abilities, and contribute to a more inclusive and dynamic learning environment. Students are the keystone that benefit significantly from the program’s approach. With the guidance of dedicated learning assistants, they enjoy a more interactive and supportive educational setting. This not only enhances their comprehension and retention of material but also fosters a sense of community and belonging within the academic sphere. Furthermore, the positive effects ripple out into the community. By nurturing a culture of collaboration and active learning, we are preparing students and learning assistants to contribute meaningfully to society. This program helps build a stronger, more connected academic community that extends beyond the university, reinforcing our commitment to education and innovation. By building academic teams and cohorts of dedicated faculty, learning assistants, and teaching assistants the potential of learning and reaching academic goals increases immensely.

Together, through the Learning Assistant Program, we are not just advancing academic knowledge; we are transforming how learning and teaching happen. We are building a vibrant, supportive community where every participant plays a crucial role in shaping the future of education. Thank you for joining us on this exciting journey toward student centered learning experiences & academic communities.

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.

The LA role offers valuable experience in communication, facilitation, and leadership. While responsibilities and expectations may vary, all LAs are compensated at $15.00 per hour and typically work between 5-15 hours per week.

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.

Learning Assistants (LAs) are undergraduate peer facilitators who support student learning and evidence-based instructional practices. LAs are specifically trained to facilitate small-group student discussion and are focused on supporting students, in collaboration with instructors and faculty.
- - Meet with and participate as members of an instructional team weekly (instructors, teaching assistants, and LAs)
  - Facilitate small-group student discussions during class time
  - Focus on supporting learners, rather than instructors
    - (e.g.: LAs do not grade, but do plan questioning strategies to guide students through assignments)
  - Manage online course discussions and meetings
  - Receive training in pedagogical theory and strategy as students in SCI 5050 – The Science of Learning (1-credit hour, in-person course)
Specific LA roles vary by course. Ideally, at least 50% of LAs’ hired time will be spent facilitating student learning during required class time. New LAs will also spend an hour each week in a pedagogy course (SCI 5050). Roles for LAs are subject to change.
Learning Assistants will support courses:
- Lecture: Support students during lecture sections in breakout groups, Zoom chat, etc.
- Lab: Assist students working on lab tasks either individually or within small groups
- Discussion: Support students working in small groups during discussion sections
- Online facilitation: Facilitate student interactions such as on a Canvas discussion board
- Mentor hours: Support students' needs such as offering technical support, directing students to resources, reaching out to unengaged students, and more.
- Small group study: Learning Assistants will be available during a specified time for students to drop in for help and may include study hall, review sessions, office hours, etc.
- Individual preparation: Time spent outside of class to prepare for mentor hours, small group study, etc.
- Grading: LAs will only assist with grading low-stakes assignments
- Content Preparation Meetings: Attend weekly meetings with the course instructional team
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.

Skills Developed: TAs build skills in instructional delivery, classroom management, and academic assessment. They also gain experience in curriculum planning and often serve as a bridge between the instructor and students.

Collaborative Potential:

Complementary Strengths:

LAs can provide valuable peer-level support and insights based on their recent experiences as students. They can assist with understanding student perspectives and addressing common challenges.

TAs bring a deeper familiarity with course content and instructional techniques. Their experience in grading and managing classroom activities complements the LAs' peer support role.

Enhanced Student Support:

LAs and TAs can work together to create a more supportive learning environment. For example, LAs can help identify areas where students are struggling, while TAs can use this feedback to adjust instructional strategies or provide additional resources.

Regular meetings between LAs and TAs can facilitate the exchange of observations and strategies, ensuring that both roles are aligned in their efforts to support student success.

Professional Development:

LAs and TAs can benefit from each other’s expertise. LAs can gain insights into advanced instructional techniques from TAs, while TAs can learn about effective peer-to-peer engagement strategies from LAs.

Collaborative workshops or training sessions involving both LAs and TAs can enhance their skills and promote a unified approach to supporting students.

Feedback Loop:

LAs can provide feedback on student reactions and engagement to TAs, who can then address these insights in their instructional practices.

TAs can offer guidance and mentorship to LAs, helping them develop their skills and understand the broader context of the course.

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.

As a Learning Assistant, you’ll embark on an exciting opportunity to enhance your professional skills and deepen your understanding of education. This role offers a unique chance to broaden your knowledge while engaging with cutting-edge research in education and building strong relationships with faculty members and those of your academic team.

In this role, you'll play a pivotal part in transforming classroom experiences. You'll help implement cutting-edge teaching practices like dynamic active learning, facilitating discussions, eliciting student ideas, and tailored feedback that truly engages students. Your influence will extend beyond the classroom as you step into a leadership role, mentoring peers and shaping academic communities.

In addition to your direct impact in the classroom, you’ll develop as a leader and mentor within the academic community. This role will help you grow professionally, connect with a network of educators, and make a meaningful difference in the educational journey of students. Embrace this opportunity to advance your career and shape the future of education.
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
FALL 2024 Hiring Timeline

Priority Application Open: March 22 - April 7, 2024

Offers Sent: April 15, 2024 - August 15, 2024

We anticipate the need for Learning Assistants in the following departments for Fall 2024:
- Atmospheric Sciences
- Biology
- Chemistry
- Geology & Geophysics
- Math
- Physics & Astronomy
- Science Research Initiative (SRI)
If you would like to be notified about future applications, click here to be placed on our email list!
Recommendations are OPTIONAL FOR ALL APPLICANTS. We strongly suggest that you give the faculty/instructor who is completing the form as much advance notice as possible. See below for additional information:
- - Recommenders may be from the University of Utah or any institution where you have been recently enrolled.
  - Please note that recommendations are handled only via the recommendation form; NO SEPARATE RECOMMENDATION LETTERS ARE ACCEPTED.
  - Recommendation submissions are due at the same time as applications.
  - When asking a faculty member/instructor to complete a recommendation form, students should send the recommender the link to the recommendation form
Prepare and gather the following information for your application:

Before applying, please review program information and eligibility requirements. Applicants are encouraged and able to note interest for positions within multiple departments/courses but will only placed within a single department/course.
- - Contact information; name, uNID, email
  - Major, GPA, anticipated graduation date
  - Evidence of previous courses taken – DARS Report (find a video here about how to get a DARS report)
  - A written explanation of your interest in being an LA (< 300 words)
  - A written statement about your relevant experience (< 300 words)
  - Schedule availability, including upcoming semester course schedule
    - You can still apply if your schedule is not finalized, we can work with you to find the best fit based upon your qualifications and availability.
    - We are able to adjust as needed, if your schedule changes.
  - Commitment to complete a virtual Canvas program orientation.
- For NEW LAs only: Commitment to enroll in the FREE, 1-credit hour pedagogy course: SCI 5050: The Science of Learning.
  - The section schedule of SCI 5050 is listed within the application.
  - Based upon your schedule, note which sections work best.
Compensation & Hours
- Earn $15.00 per hour
- Work between 5-15 hours per week
APPLY HERE

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 DeGrandi
  - Atmospheric Sciences -- Brenda Bowen
  - Geology & Geophysics -- Peter Lippert
  - Science Research Initiative (SRI) -- Josh Steffen
Learning Assistants are funded in partnership between each department, the College of Science, and the Center for Science and Mathematics Education (CSME). Because funding for LAs is limited, LA placement prioritizes courses which employ active learning strategies and small-group discussion during required class time.

CU Boulder’s flagship Learning Assistant program is a useful resource for learning about program structures and impacts.
If you would like to recommend a student for the Learning Assistant Program, please complete a recommendation form.

Fall 2024 LA Recommendations: Recommendation Form

You may wish to ask the student to complete a FERPA release for the recommendation.
As part of your collaboration with Learning Assistants (LAs), we have created a dedicated Canvas page to support you in effectively integrating LAs into your courses. On this page, you will find a comprehensive range of resources and information to assist you in maximizing the benefits of this partnership and community.

Here’s what you can find on the Canvas page:
- Guidelines and Best Practices: Detailed instructions on how to utilize LAs effectively, including strategies for integrating them into your teaching and leveraging their strengths to enhance student engagement.
- Training Materials: Access to training resources that provide insights into the roles and responsibilities of LAs, helping you understand how they can best support your instructional goals.
- Communication Tools: Templates and recommendations for effective communication with LAs, ensuring clear expectations and smooth collaboration.
- Feedback Mechanisms: Tools and suggestions for providing constructive feedback to LAs, as well as how to gather and use feedback from them to improve the learning experience.
- Resource Library: Links to additional materials, including articles, videos, and professional development opportunities related to working with LAs and improving teaching practices.
- Support Contacts: Information on whom to contact for additional support or if you have any questions about working with LAs.
- Faculty Forum: Sign up information regrading meetings with the Education director for troubleshooting, assistance, and feedback.
- Events: All event information regarding CSME Exchanges & Hugo Rossi Lecture Series
Upon applying for Learning Assistants, you will be added to the non-semester based canvas course. If you encounter any issues or need further assistance, don’t hesitate to reach out to Caitlin Gensler if you have any questions!
Thank you for your dedication to enhancing the student learning experience through effective collaboration with Learning Assistants.
FACULTY APPLY HERE

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 in the 1-credit pedagogy course, SCI 5050: The Science of Learning, that all new LAs will complete, and gain confidence and leadership skills that will propel them in their own fields long after graduation.

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

LA Program Coordinators

Physics

ASTR 3070: Foundations Astronomy
PHYS 1500: Problem Solving in Physics and Astronomy
PHYS 2010: General Physics I
PHYS 2015: General Physics Lab I
PHYS 2020: General Physics II
PHYS 2025: General Physics Lab II
PHYS 2210: Physics for Science and Engineering I
PHYS 2215: Physics Lab for S&E
PHYS 2220: Physics for Science and Engineering II
PHYS 2225: Physics Lab II for S&E
PHYS 2235: Computational Lab
PHYS 2710: Phys III: Modern Physics
PHYS 3010: Intermediate Mechanics
PHYS 4010: Physics V: Electromagnetism and Quantum Mechanics
PHYS 4060: Observational Astronomy

Center for Science and Mathematics Education

Learning Assistant Program

Background and Information

Learning Assistants will support courses:

Become a Learning Assistant!

Federal Work Study

FALL 2024 Hiring Timeline

Prepare and gather the following information for your application:

Compensation & Hours

Faculty Connection

Meet & Hear from our Learning Assistants

Meet Our Learning Assistants: Hannah Schmutz

Meet Our Learning Assistants: Yu-an 'Andy' Chan

Meet our Learning Assistants: Kayla Rebentisch

Testimonials

CONTACT US

Supported Courses