Gruber Paige, McLean Jennifer, Popichak Katriana
Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, Colorado, USA.
J Microbiol Biol Educ. 2025 Aug 21;26(2):e0010525. doi: 10.1128/jmbe.00105-25. Epub 2025 Jul 18.
Undergraduate learning assistant (ULA) programs are widely recognized for their positive impact on student engagement, academic performance, and classroom inclusion in large-enrollment STEM courses. However, far less attention has been given to the professional development of the ULAs themselves. This perspective paper accompanies the article "Implementing an undergraduate learning assistant model to foster engagement and professional development in microbiology courses" (K. A. Popichak, P. E. Gruber, E. L. Suchman, and J. L. McLean, J Microbiol Biol Educ:e00042-25, 2025, https://doi.org/10.1128/jmbe.00042-25), which details a structured and replicable ULA program implemented at Colorado State University. Drawing from my personal experience as a ULA in this program, I explore how pedagogical training, structured mentorship, and active teaching responsibilities supported my development in science communication, leadership, and career exploration. Unlike many peer-led teaching models, this program centers the dual benefit of ULAs both as instructional aides and as developing professionals. This paper expands the conversation around ULA programs by emphasizing the need to treat undergraduate teaching roles not only as service to peers but also as high-impact opportunities for skill-building and identity formation. Through reflective analysis, I argue that programs like the one described by Popichak et al. fill a critical gap in STEM education by preparing undergraduates for future roles in research, education, and public outreach. Broader adoption of such models could enhance both student success and the career readiness of those facilitating it. Together, this perspective and the accompanying curriculum paper offer a roadmap for universities to reimagine ULA programs as a mutually beneficial strategy for teaching, mentorship, and professional development.
本科学习助理（ULA）项目因其对学生参与度、学业成绩以及大规模招生的STEM课程中的课堂包容性产生的积极影响而广受认可。然而，对于ULA自身的专业发展却很少有人关注。这篇观点论文与文章《实施本科学习助理模式以促进微生物学课程中的参与度和专业发展》（K. A. 波皮查克、P. E. 格鲁伯、E. L. 萨克曼和J. L. 麦克林，《微生物学与生物学教育杂志》：e00042 - 25，2025年，https://doi.org/10.1128/jmbe.00042 - 25）一同发表，该文章详细介绍了科罗拉多州立大学实施的一个结构化且可复制的ULA项目。借鉴我在这个项目中作为ULA的个人经历，我探讨了教学培训、结构化指导以及积极的教学职责如何支持我在科学传播、领导力和职业探索方面的发展。与许多同伴主导的教学模式不同，这个项目将ULA作为教学助手和发展中的专业人员的双重益处置于中心位置。本文通过强调不仅要将本科教学角色视为对同伴的服务，还要将其视为技能培养和身份形成的高影响力机会，来拓展关于ULA项目的讨论。通过反思性分析，我认为像波皮查克等人所描述的这样的项目通过让本科生为未来在研究、教育和公众推广方面的角色做好准备，填补了STEM教育中的一个关键空白。更广泛地采用这种模式可以提高学生的成功率以及促进这一模式实施者的职业准备度。这篇观点论文和随附的课程论文共同为大学提供了一个路线图，以重新构想ULA项目，使其成为教学、指导和专业发展的互利策略。
