While LAs’ impacts on student experience and achievement are well-documented, LAs themselves benefit significantly from their work. LAs hone their understanding of foundational disciplinary concepts, which can lead to better performance in upper-division courses. LAs cultivate listening skills and bring information that they’re hearing from students back to their instructional teams where they practice advocating for targeted instructional supports. Instructional teams and SCI 5050: The Science of Learning offer opportunities to connect with peers, learn about on-campus resources, and build relationships. Perhaps most importantly, LAs learn about the complex psychology behind learning; by understanding ideas like Growth vs. Fixed Mindset, Imposter Phenomenon, and the structural inequities that can impact students’ varying mastery levels, LAs become comfortable participating in (and leading) productive, collaborative, discussion-based problem-solving.

The LA experience provides an opportunity for students to gain communication, facilitation, and leadership skills. Although LA responsibilities and expectations vary, all LAs receive $13/hr and generally between 5-10 hours per week.

In general, LAs can expect to:

• • • Be a part of the instructional team in courses which actively engage learners
    • Facilitate students in small-group discussion during class time
    • Focus on supporting learners, rather than instructors
    • Meet with their instructional team (instructor, TAs, LAs) weekly
    • Receive training in pedagogical theory and strategy as students in SCI 5050: The Science of Learning

Students who are interested in applying for LA positions will find additional information on the student information page.

Faculty members who are interested in having LAs in their classroom may complete an online request for learning assistants.

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. 

Questions? Please contact us.