An undergraduate learning assistant perspective on career development

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.