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.

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)
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: Monitor participation, provide feedback, and encourage interaction.
- Lab: Provide hands-on help for lab activities and assist with learning experiences.
- Discussion: Foster student interaction and enhance understanding through collaborative learning.
- Online facilitation: Manage, encourage, and maintain student interactions and engagement on online platforms.
- Mentor hours: Offer targeted support during designated times, guiding students to resources, and reaching out to those who may need additional encouragement.
- 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: Dedicate time outside of class to prepare for mentor hours, small group study sessions, and other support activities.
- Content Preparation Meetings: Participate in weekly meetings with the course instructional team to ensure alignment and effective preparation for teaching and support activities.
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:

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.

Co-Teaching Opportunities: By co-teaching or team-teaching, TAs and LAs can model effective instructional techniques for each other. This can also create a richer learning experience for students as they benefit from diverse teaching styles.

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.

Emotional Support: Teaching can be demanding, and both TAs and LAs can provide emotional support to each other. Sharing the highs and lows of teaching experiences can help in building resilience and maintaining motivation.

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.

Student Support: TAs and LAs can collaborate on providing additional support to students who need it. For instance, TAs might lead review sessions or office hours, while LAs can offer peer tutoring or facilitate study groups.

Problem-Solving: When challenges arise, such as handling difficult classroom situations or addressing gaps in student understanding, TAs and LAs can brainstorm and work together to find solutions. This collaborative problem-solving approach can lead to more effective resolutions.

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.

Thank you for your interest in becoming a Learning Assistant for Spring 2025.

LA Program Schedule & Application Reminders;

Monday, September 30th through Friday, October 25th: Faculty requests will be submitted.
Monday, October 28th through Friday, November 1st: LA Program Planning & Preparation Week.
Monday, November 4th though Friday, December 6th: Student applications will open.
Monday, December 9th through Friday, December 13th: Any open/adjustment positions will be announced.
Friday, December 13th through Friday, December 21st: Final placement and all positions closed.
Last chance I9 appointments will occur during this time.

STUDENTS APPLY HERE
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!

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
Spring 2025 Hiring Timeline

Round 1 Application Open: October 14 - October 25, 2024

Round 2 Application Open: November 11 - November 22, 2024

We anticipate the need for Learning Assistants in the following departments for Spring 2025:
- 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!
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.
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.

Thank you for your dedication to enhancing the student learning experience through effective collaboration with Learning Assistants.

LA Program Schedule & Application Reminders;

Monday, September 30th through Friday, October 25th: Faculty requests will be submitted.
Monday, October 28th through Friday, November 1st: LA Program Planning & Preparation Week.
Monday, November 4th though Friday, December 6th: Student applications will open.
Monday, December 9th through Friday, December 13th: Any open/adjustment positions will be announced.
Friday, December 13th through Friday, December 21st: Final placement and all positions closed.
Last chance I9 appointments will occur during this time.

FACULTY REQUEST HERE
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.

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.
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!

How do I request Learning Assistants for my course?

Request information and express interest regarding the LA program through your department coordinator. We will collaborate with departments and faculty interested in upcoming recruitment dates. Faculty and coordinators can also monitor the Learning Assistant Program website for announcements.

Can I request specific students as Learning Assistants?

We encourage and seek to support you in finding the best fit for your instructional team. We encourage student recommendations, and you can place Learning Assistants yourself at request. We do have a recommendation form available for requesting specific students on our website.

CSME.UTAH.EDU/LA

What does it cost to utilize Learning Assistants in my course?

CSME (Center for Science and Mathematics Education) (Center for Science and Mathematics Education) & the Learning Assistant Program covers 75% of the total cost of LAs’ stipends each semester. The remaining 25% will be paid by the department.

What is the hiring timeline? How are LAs scheduled in my course?

Learning Assistant Program staff manage all hiring and payroll and generally take care of the scheduling for instructors, though some instructors prefer to complete their own schedules. Flexibility is key and our team is available to make any adjustments as needed before and during the semester.

Placement & Hiring Timeline - Overview
Fall Semester		Spring Semester		Summer Semester
March	Instructor Requests	October	Instructor Requests	February	Instructor Requests
April – May	Student Applications	October – November	Student Applications	March	Student Applications
May – June	Placement Begins	November	Placement Begins	March – April	Placement begins
July	Final Placement	December	Final Placement	May	Final Placement
Placement for Learning Assistants is designed to be flexible and responsive to both faculty needs and deadlines. We are committed to working closely with faculty members to accommodate their preferences and ensure a smooth integration of Learning Assistants into their programs. Please reach out if you have specific requirements or timelines; we’re here to support you throughout the process.

Learning Assistants have been placed in my course, now what?

When you apply to be a Learning Assistant, you will be enrolled in our non-semester-based Canvas course. To support your role, we’ve set up a dedicated Canvas page specifically for faculty utilizing Learning Assistants. This page is designed to help you seamlessly integrate LAs into your courses. You'll find a variety of resources and information aimed at helping you make the most of this collaboration and enhance your experience within the Learning Assistant community. You can also connect and collaborate with faculty through the Canvas course and at events.

<p style="text-align: center;"><a class="uu-btn" href="https://docs.google.com/document/d/1Y6CyZott4EXCKB5z5LOdbxhrBaSCPHNYYwtw26YL_sg/edit?usp=sharing" target="_blank" rel="noopener">POLICIES & BEST PRACTICES; UTILIZING LEARNING ASSISTANTS</a></p>

LA Program Coordinators

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

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

SCI 5050

Center for Science and Mathematics Education

Learning Assistant Program

Background and Information

Learning Assistants will support courses:

Become a Learning Assistant!

Federal Work Study

Spring 2025 Hiring Timeline

Compensation

Hours

Prepare and gather the following information for your application:

Faculty Connection

CONTACT US

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

Supported Courses