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The University of New Mexico

Faculty and Course Instructor Expectations

Faculty play an essential role in ensuring the LF program is effective. This is a partnership, and the following expectations are designed to keep the collaboration smooth and meaningful. It is important to note that PLFs are NOT merely for grading assignments or evaluating student work. Instead, their focus is on fostering student engagement and supporting learning as described above. Faculty whose courses receive LF Program support, whether through the pre-approved list or through a separate approved request, are expected to: 

  • Meet regularly with Learning Facilitators to align support with course needs and student progress. 
  • Meaningfully embed LF activities into the course, either in class, in recitations, in labs, through study sessions, or through other supplemental learning structures. 
  • Provide guidance, feedback, and appropriate supervision so Learning Facilitators understand expectations and boundaries. 
  • Use LF observations and student feedback to make timely adjustments that support learning. 
  • Participate in training, Community of Practice activities, and required reflection or reporting processes. 
  • Embed the three-cycle PERTS Ascend Student Survey and use program support to interpret results and identify responsive actions. 

Community of Practice 

All participating faculty and student hires are expected to engage in the Learning Facilitator Program Community of Practice. The Community of Practice creates a shared space for regular check-ins, reflection, resource sharing, problem solving, and continuous improvement across supported courses. A dedicated Canvas course supports this work by providing activities, prompts, resources, survey support, and opportunities to discuss what is working, what challenges are emerging, and how the program can better support student learning. 

PERTS Ascend Student Survey Process 

Supported courses are expected to use the three-cycle PERTS Ascend Student Survey to better understand student belonging, engagement, and learning experiences. The first cycle is intended to gather early feedback, the second cycle supports mid-semester reflection and adjustment, and the third cycle provides end-of-course feedback on the student experience. Program staff provide information, training, and administrative support for survey setup, rollout, and interpretation. The Community of Practice also creates opportunities to discuss results and identify practical, timely responses. 

Recruitment, Hiring, Onboarding, and Participation 

Faculty/course instructors are responsible for recruiting, hiring, and onboarding the Learning Facilitators assigned to their courses. To facilitate this process, the Dean’s office will support with SoE-wide student job announcements and develop a PLF Talent Pool database as a starting point for recruitment.  

Faculty and departments are welcome to recruit beyond the PLF Talent Pool database, including students identified through faculty recommendations or other departmental outreach, as appropriate. We encourage faculty to review the talent pool database once it is available to identify candidates whose experience aligns with their course needs and plans for using PLF support. The database may also help broaden opportunities for students who have expressed interest in serving as Learning Facilitators. Faculty should contact their department administrators for access once the database is available. 

Faculty and hiring departments are responsible for ensuring that Learning Facilitators are hired and onboarded in a timely manner. Once onboarding is complete, faculty and Learning Facilitators are expected to attend the mandatory LF Program training, participate in the Community of Practice, support the PERTS Ascend survey cycles, and complete any required reflections or reports. 

Work-Hour Expectations 

As part of the LF program’s work-hour expectations, a PLF award corresponds to 10 hours of work per week. PLF student hires should plan their schedules accordingly, as each PLF appointment is limited to 10 hours per week. One TA support allocation represents 0.5 FTE, which is equivalent to 20 hours per week.

Reflection, Reporting, and Continuous Improvement 

The program uses reflection and reporting to support continuous improvement. Learning Facilitators may share weekly or periodic reflections describing activities, student engagement, and support strategies. Faculty may share early observations, assessment results, engagement patterns, planned adjustments, and end-of-semester reflections on course outcomes. These reflections help the program understand impact, identify effective practices, and strengthen future implementation.