Learning Facilitator Program

The School of Engineering Learning Facilitator Program is an investment in student learning, engagement, retention, and success across engineering pathways. The program embeds trained student facilitators into selected courses so students have more opportunities to ask questions, practice course concepts, engage with peers, and build confidence and belonging. The initiative is designed as a partnership among faculty, Learning Facilitators, departments, and the Dean’s Office, with a shared focus on measurable outcomes, timely support, and continuous improvement. 

Learning Facilitators (LF) may include Peer Learning Facilitators (PLFs), Teaching Assistants (TAs), or other approved student support roles depending on course and department needs. While role expectations may vary by employment type, the central purpose remains the same: to strengthen student learning and engagement without replacing faculty instruction or independent academic judgment.

Program Goals and Measures of Success 

The program is intended to support stronger learning outcomes, increase student engagement, improve retention in the School of Engineering, support movement from pre-major to major status, and contribute to improved graduation outcomes. Long-term success may be reflected through reduced DWF rates, improved retention, higher transfer-to-major rates, and stronger graduation outcomes. Early indicators of impact may include improved attendance, fewer missed assignments, greater participation in class and supplemental learning opportunities, increased use of office hours or recitations, and stronger feedback loops among students, Learning Facilitators, and faculty. 

Program Priorities 

Learning Facilitator support is prioritized for courses where additional structured peer support can have a meaningful effect on student success. Priority areas may include larger courses, gateway or early-sequence courses, foundational courses that students typically complete in the first or second year, courses serving pre-major students, and courses where departments identify clear learning, engagement, retention, or equity-related needs. Departments requesting support for smaller courses or additional resources should be prepared to explain the need and describe how the support will improve student learning and engagement. 

Larger Classes: Priority will be given to courses with enrollment over 50 students, as these often benefit most from additional peer support. For smaller classes, departments should make a clear case explaining the need for a PLF. 

Pre-Major vs. Major: As of this writing, there are nearly twice as many undergraduate students in pre-major status as in major status, and it is expected that resources will roughly reflect the student population.  

Teaching Assistant (TA) Considerations: TAs are graduate students.  TAs generally support grading, course logistics, or lab supervision, and often have responsibility for sections of a course. If a course already has a TA or requires one, the department should present a case and rationale explaining why a TA is needed and how the PLF role, if also used, will complement or differ from the TA. 

For more, see OAP graduate assistantship types here: https://oap.unm.edu/graduate-student-assistantships/assistantship-information.html 

If your proposal is to use other employment categories such as Instructional Assistant, please indicate that below and consider whether the IA will perform duties more akin to a PLF or a TA. Note that grading support alone (e.g. a Grader position) is unlikely to stand out among applications as making a strong case for improving students’ learning outcomes or retention.