Frequently Asked QuestionsÂ
What is the Learning Facilitator Program?
The Learning Facilitator Program embeds trained student facilitators into selected School of Engineering courses to support student learning, engagement, confidence, and belonging.
Who can receive Learning Facilitator support?
Courses may be identified through a pre-approved course allocation process, departmental planning, or an approved request for additional support. Priority is generally given to courses where LF support can meaningfully strengthen student engagement, learning, retention, or progression in engineering pathways.
Do faculty need to apply every semester?
Not necessarily. When a course and allocation are included in the pre-approved list, faculty do not need to submit a separate application. Requests are generally needed only when a course is not listed or when additional resources are being requested beyond the approved allocation.
What do Learning Facilitators do?
Learning Facilitators support active learning, peer engagement, study sessions, recitations, labs, student check-ins, and communication with faculty about student learning needs. Their role is to strengthen learning and belonging, not to replace instruction.
What are the work-hour expectations for PLF and TA support?
One PLF award corresponds to 10 hours of work per week, and PLF student hires should plan their schedules accordingly because 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.
Are Peer Learning Facilitators graders?
Learning Facilitators are not intended to serve as independent graders. They may support course activities under faculty guidance, but faculty retain responsibility for grading decisions, assessment standards, and course instruction.
What is the Community of Practice?
The Community of Practice is a shared learning space for participating faculty and student hires. It supports regular check-ins, reflection, activity sharing, resources, and discussion of what is working across supported courses.
What is the PERTS Ascend Student Survey?
The PERTS Ascend Student Survey is a structured feedback process used to better understand student belonging, engagement, and learning experiences. Supported courses use a three-cycle model to gather feedback early, at mid-semester, and toward the end of the course so faculty and Learning Facilitators can identify responsive actions during the semester.
How can students become Peer Learning Facilitators?
Students interested in serving as Peer Learning Facilitators should review the current position information and complete the student application when it is available. Departments and faculty may also identify students who are well-positioned to support peers in specific courses.
