AMP Program Courses

AASP 100 - Introduction to African American Studies
Jonathan England
AMPs in AASP 100 play a vital role in building community and supporting instruction. In addition to building our all-important pre-class musical playlist, AMPs help run our course twitter feed, our Canvas Discussion Board and our class GroupMe chat.  AMPs also help in preparation of course lectures and discuss the construction of assignments, lectures and group activities. AMPs have the option of running a review session prior to the midterm and final exam. 

AASP 200 - African Civilization
George Kintiba
The AMP will assist, engage, and facilitate student group preparations and discussions related to their assigned sectional presentations, as well as help during office hours. The AMP will also address students' concerns and questions outside of our scheduled class session.

AOSC 247 - Scientific Programming: Python
Jeffrey Henrikson
AMPs in AOSC 247 will guide students through the process of coding Python programs to analyze and visualize real-world data sets from multiple STEM field. Solutions often require creative coding solutions that are not found in a “typical” book. AMPs will help students in troubleshooting in-class exercises and hold group tutoring/debugging sessions.

ARCH 225 - History of World Architecture I
Cynthia Field
The goal of this program is for ARCH 225 students to enjoy greater opportunities to learn in a supportive environment. AMPs will support the class twice a week. In that time, they will relate to four or five teams of four students each, sharing their own experiences and facilitating group discussions related to presentations and other activities.

ARCH 226 - History of World Architecture II
Isabelle Gournay
The goal of this program is for ARCH 226 students to enjoy greater opportunities to learn in a supportive environment. AMPs will support the class twice a week. In that time, they will relate to four or five teams of four students each, sharing their own experiences and facilitating group discussions related to presentations and other activities.

ARCH 271 - People, Planet, and Profit: Building Sustainable Places
Heidi Bulich
AMPs will research developing legal issues, prepare and present materials to the class, assist in course administration, create and grade assignments, conduct and monitor discussion sections, hold office hours, complete training, and tutor students as needed.

ASTR 100 - Introduction to Astronomy
Jessica Sunshine
ASTR 100 attracts students from many disciplines. AMP responsibilities for this course will include engaging students during discussion sections, hosting office hours, and otherwise addressing student concerns and questions outside of scheduled class time.

ASTR 120 - Introductory Astrophysics-Solar System
Stuart Vogel
ASTR 120 is a course for science majors that focuses on the solar system.  AMPs attend the classes and discussion section to facilitate problem-solving and group exercises.

ASTR 220 - Collisions in Space - The Threat of Asteroid Impacts
Melissa Hayes-Gehrke
ASTR 220 asks students to attempt to answer difficult questions while learning about astronomy fundamentals. AMPs will engage students in the inquiry and research process during class discussions; additionally, they will host office hours and support students through projects and assignments outside of class.

BIOE 221 - Academic and Career Planning
Abby Shantzis
BIOE221 is a 1-credit academic & career planning class that asks students to examine their own experiences and interests, as well as reach out and interview experts in the career pathways they're considering. AMPs are asked to help the instructional team plan class sessions, support in-class activities, help identify and present campus opportunities to students, grade select assignments, provide consistent feedback to students regarding their goals and how best to explore them, and even potentially run their own class session.

BSCI 103 - Principles of Ecology and Evolution
Anahi Espindola
The goal of BSCI103 is to expose non-major students to the fascinating and non-memorization-requiring field of Biology. To help with this, in this course, AMPs will assist student discussions during in-class activities, will assist with the grading of in-class works, and will have the opportunity to help design some new activities for some lectures.

BSCI 160 - Principles of Ecology and Evolution
Marcia Shofner
BSCI160 AMPs will support the class by attending all lectures, adequately preparing for answering questions that students may have on the lecture material, assisting in grading student assignments and facilitating in-class learning activities. They have opportunities to help design learning activities and reviews.  They also have the option to work with Dr. Shofner to lead learning activities during the lecture.

BSCI 201 and BSCI 202 - Human Anatomy and Physiology I and II
Sara Lombardi
AMPs will help facilitate activities, promote discussions, answer questions, and promote critical thinking during small-group activities in the lecture portion of the class. AMPs will also collect data on the course and student engagement for a science education research study. AMPs may also have a role in grading and entering the scores of short, low-stakes in-class assignments. AMPs will be expected to come to lecture and attend a monthly learning assistant (LA) meeting. Some lectures will require all AMPs present, but most will only require some to be present. At the first LA meeting, there will be a sheet indicating the required days and a signup sheet for the other days.

BSCI 202 - Human Anatomy and Physiology II
Tammatha O'Brien
BSCI 202 AMPs will support students and their faculty supervisor during lectures and work together to design and grade lecture assignments. They will proctor exams and other assessments, answer group and individual questions, and mentor students outside of class to support student success and motivation.

BSCI 207 - Principles of Biology III - Organismal Biology​
Karen Carleton and Eric Haag
BSCI 207 is a course that integrates physics, chemistry, and biology.  Once a week, students work in small groups to do an activity that takes the full class period. These activities cover some of the more difficult course concepts. They ask the students to model biological processes using physical models, or mathematical models in excel. AMPs* are part of the team that interacts with students during the activities, helping to encourage students to reason and apply their knowledge. AMPs are then responsible for grading students on participation in the activity.

BSCI 222 - Principles of Genetics
Kimberly Paczolt
BSCI222 AMPs will facilitate student learning in a variety of ways.  AMPs will work with students in two assignments completed in small groups during lecture by answering questions and facilitating discussions.  AMPs will also sign up to co-lead exam reviews during discussion, alongside a TA.  Finally, the AMPs will create short YouTube videos to support student learning on any subject within the course.  AMPs are expected to keep up with lecture content and attend three AMP meetings and will assist in grading some in-class assignments.

BSGC 102 - Global Issues
Virginia Haufler
This course introduces students to global issues and solutions and requires all students to participate in a group project to address a problem. AMP responsibilities include supporting and leading classroom discussion and in-class activities, aiding students with group projects, evaluating student performance, and providing feedback to the faculty supervisor.

CHEM 177 - Introduction to Laboratory Practices and Research in the Chemical Sciences
Elizabeth Griffith
This course introduces students to global issues and solutions and requires all students to participate in a group project to address a problem. AMP responsibilities include supporting and leading classroom discussion and in-class activities, aiding students with group projects, evaluating student performance, and providing feedback to the faculty supervisor.

CMSC 122 - Introduction to Computer Programming Via the Web
Ilchul Yoon
AMPs will support student learning by providing on/off-line teaching for CMSC 122 students.  All AMPs will fully understand the course material to help students during scheduled office hours. AMPs will actively help students in an online platform used for this course and participate in planning/creating interesting questions.  

CMSC 132 - Object-Oriented Programming II
Nelson Padua-Perez
AMPs will provide online and outside-of-classroom support for CMSC132 students, including one-on-one tutoring. They will review class material with students as they provide flexible support via office hours and the Piazza online platform.

CMSC 216 - Introduction to Computer Systems
Nelson Padua-Perez
AMPs will host office hours for CMSC216 students, helping them with concepts from the course and providing tips and guidance for successful completion of labs and projects.

COMM 331 - News Writing and Reporting for Public Relations
Susan Simon
The AMP will mentor students in this news writing class, which includes an extensive grammar and AP style section as well as 30 news stories.  The AMP works with students on applying the grammar and AP style rules discussed in class to the news writing assignments.  Together the AMP and instructor give individual feedback to each student both during in-class writing exercises and take-home stories.   

COMM 332 - News Editing for Public Relations
Jaya K. Bohlmann
COMM 332 is run as a communication workshop/lab, where the AMP mentors, reviews, advises and guides students about the fundamentals of news writing for public relations and about content creation for public relations.  The class specifically expects student outputs of a newsletter, video, online portfolio, and blog posts - the AMP will provide student support for all phases of creating these. 

COMM 371/398K/398N - Communication and Digital Media
Robert Coleman
The UTAs for the various COMM classes will assist the instructor in classroom management, helping students apply lecture principles to real-world assignments, and reinforcing academic and computer skills. They will also propose and produce an assignment that reflects the principles and skills presented throughout the semester.

COMM 388 - Communication Practicum
Sahar Khamis
The AMP will work closely with me to set up my courses on ELMS, update all instructional materials and assignments, open discussion spaces for students on ELMS, maintain a positive, strong and continuous channel of direct communication and feedback with the students in all my classes this semester, through sending announcements and offering feedback and replies to their questions, as well as searching for appropriate course-related materials online and in the library, as needed. I envision his/her role as that of an effective partner in the educational process, whose help and support are crucial for all my university teaching activities and efforts. 

COMM398C - Peer Consulting in Oral Communication
Raphael Mazzone
AMPs will play a vital role in the continuing success of the Oral Communication Center (OCC). The AMP will facilitate and manage intra-organizational communication with incoming peer consultants enrolled in COMM398C and experienced returning peer consultants enrolled in COMM388. The AMP will support the consultants as liaison and point-of-contact. In addition, the AMP will facilitate in-class discussion and activities; host office hours and provide other "back channel" academic support for students working on assignments in the class. If desired, the AMP will have the opportunity to work with the instructor on assessment for the OCC.

ECON 305 - Intermediate Macroeconomic Theory and Policy
Martina Copelman
The UTAs in ECON 305 help the instructors with student support through short review sessions and office hours, help manage a discussion board to field questions from students about the course material, and help students understand and work through problems.

ENCE 215 - Engineering for Sustainability
Natasha Andrade
AMPs will engage in course redesign and implementation for ENCE 215. They will take part in workshops for student guidance, develop professional skill-based portfolios, and attend regular meetings with the faculty supervisor for discussion and course planning.

ENGL 393/394 - Technical Writing & Business Writing
Patrick Nelson
UTAs will assist in the classroom by teaching short lessons; assisting students during peer editing exercises; producing, executing, and grading grammar quizzes; and serving as resources for students when they need assistance.

FIRE 120 and FIRE 120H - First-Year Innovation and Research Experience (First Year, Fall Semester)
Patrick Killion and Jennifer German
AMPs will help welcome new FIRE students to the program and will assist students in developing skills related to working with primary scholarly literature and research proposal development. Additionally, AMPs will help facilitate the process by which new FIRE students learn more about and select the FIRE stream they will join in their next semester.  All AMPs will be current students in FIRE research streams.

FIRE 150 through FIRE 170 - First-Year Innovation and Research Experience (First Year, Spring Semester)
Patrick Killion and Jennifer German
AMPs will continue to assist students in developing skills related to the research process. Additionally, AMPs will help facilitate student acclimation to FIRE research streams. AMPs will be current or former students in FIRE research streams.

FIRE 250 through FIRE 264 - First-Year Innovation and Research Experience (Second Year, Fall Semester - Applied Research Streams)
Patrick Killion and Jennifer German
AMPs work primarily in the research setting to provide students methodological and process support in the execution of research methods utilized, diagnosis of unexpected experimental failures, and communication and understanding between students and the faculty research leader.  Additionally, AMPs provide role modeling of professional habits/behaviors in the research setting, build personal and academic relationships with students, and encourage the development of meaningful connections to their department, college, and university.  All AMPs will be former students from FIRE research streams.

GEOL 100 - Physical Geology
Tracey Centorbi
AMPS will support the students during weekly in-class activities by circulating through the room to help clarify the material. The AMPs may also provide exam preparation and review sessions outside of scheduled lecture hours.

HIST 201 - Interpreting American History: From 1865 to the Present
Robert Chiles
AMPs help promote active learning in History 201 by facilitating course discussions and helping students integrate class readings into in-class conversations.  Moreover, since this is a freshman connection class, the AMPs help to ease the transition into college-level student engagement by promoting more critical analysis of documents and encouraging students to make thoughtful contributions to class discussions.  By being available for office hours beyond class time, the AMPs also help students master course materials outside the classroom, allowing the students to make more confident, critical contributions to class discussions.

HIST 222 - Immigration and Ethnicity in America
Robert Chiles
HIST 222 AMPs will support weekly lectures, with availability before and after class for questions, concerns, and general discussion. In addition, they will host office hours and maintain flexible availability in person and online to support students with questions and help with discussion participation, essay drafts, and test prep. AMPs will collaborate with the faculty supervisor for class and community engagement to build organization, communication, and leadership skills.

IDEA101 - The Student in the University
Melissa Del Rios and Carillon Faculty
AMPs will work with students in small-group activities and review sessions during our class meetings and provide support for interactive online elements of the course.

INST126 - Introduction to Programming for Information Science
Aric Bills, Amanda Lazar, & Jean-Paul Togbe
AMPs will help students understand and master course concepts through interactions with individual students and small groups during in-class exercises, and by holding office hours to help students with assignments and other course-related questions. AMPs may review assignments and exams and provide feedback to the instructor; AMPs may also prepare review materials or study guides. AMPs with an interest in teaching will have the option to be the lead presenter for a portion of one or more class periods.

INST152 - "Fake Checking": Battling Misinformation and Disinformation in the Real World
Ursula Gorham-Oscilowski
The focus of INST152 is to help students develop their information literacy skills. Towards that end, the class relies heavily on in-class exercises that enable students to hone these skills and so the primary role of AMPs is to provide support during these exercises.

INST 201/301 - Introduction to Information Science
Ryan O'Grady, LaRia Rogers, & Sydney Triola
AMPs will provide support for interactive online elements of the course, including facilitation of online discussions and activities. AMPs serve as the "first line of defense" for student questions about course content, and plan and execute exam review sessions. They will also support students with questions and help with discussion participation, essay drafts, and test prep. Finally, they will have the opportunity to do mini-lectures for the course, if desired.

INST314 - Statistics for Information Science
Abdirisak Mohamed
AMPs will support students by answering questions on assignments, projects, and exam reviews. They will also have the opportunity to grade homework or assignments.

INST326 - Object-Oriented Programming for Information Science
Aric Bills, Nekabari Sigalo & Joshua Westgard
AMPs will provide one-on-one (or small group) assistance with in-class programming exercises that are designed to offer hands-on practice with each module's programming concepts.

INST327 - Database Design and Modeling
Pamela Chamblee Duffy & Vedat Diker
AMPs will facilitate online discussions, serve as the first line of support for student questions about the course content. They will act as team mentors for the semester-long team project, meet with the student team(s) under their care, and provide advice on project topics and feasibility. AMPs will attend the weekly in-class lab (once a week) to answer student questions related to the lab exercise. They will also support students with questions and help with discussion participation and test prep. Finally, they will have the opportunity to do mini-lectures for the course, if desired.

INST352/354 - Information User Needs and Assessment & Decision Making
Wayne Lutters & Kathy Weaver
AMPs will help students master concepts through interactions with individual students and small groups during in-class exercises, and by holding office hours to help students with assignments and other course-related questions. They will act as team mentors for the semester-long team project, meet with the student team(s) under their care, and provide advice on project topics and feasibility. AMPs with an interest in teaching will have the option to be the lead presenter for a portion of one or more class periods.

INST335 - Organizations, Management, & Teamwork
Susannah Paletz
AMPs will support student learning and engagement by holding office hours and moderating a discussion board, supporting teaching assistants in discussion sections by facilitating small group activities, creating and proctoring activities during the lecture, holding review question and answer sessions for exams. AMPs will also provide the instructor and TA with insights into student concerns and rubric/assessment/exam clarity, and help to resolve these issues.

INST362 - User Centered Design
Elizabeth Bonsignore
AMPs will facilitate students' understanding and mastery of course design concepts during in-class discussions and exercises. They will act as team mentors for a semester-long team project, meet regularly with individual students and student teams, and provide advice on project topics and feasibility. AMPs will also provide feedback to the instructor on recurring questions and comments; they will suggest design activities if desired; and may also prepare review materials or student guides. AMPs who are interested in teaching will have an opportunity to create and deliver mini-lectures for the course.

INST466 - Technology, Culture & Society
Sydney Triola
AMPs will utilize their leadership skills to help facilitate social justice in tech discussions. They will also meet and consult with groups about writing assignments, such as proposals, outlines, discussion notes, and case studies, before submissions so that the group can better achieve the learning outcomes. Based on interest, AMPs may also plan and execute an in-class activity or discussion that pertains to their interest and the course.

MATH 315 - Algebra for Preservice Middle School Teachers
Carolina Napp-Avelli
MATH315 is an algebra course for future teachers. As such, we learn about the mathematical content, but also about student thinking and the nuances of teaching algebra. As future teachers, AMP's in this class will engage in basically every aspect of teaching this class, including planning, instruction, and assessment. AMPs will have opportunities to co-plan with the instructor, find/develop activities or improve last year's, take responsibilities for parts of the whole class instruction, support small group work during class, grade homework and assignments and have input in the midterm and final exams. The AMP's will not be solely responsible for any of these tasks but will have opportunities to take turns sharing the work with the instructor.

NEUR305 - Neural Systems and Circuits
Amanda Chicoli
NEUR305 AMPs will support the class by attending all lectures and facilitating in-class learning activities. During the course, there are several journal discussions and small group activities. The AMPs will help promote critical thinking and inquiry during these sessions. AMPs will also have the option to provide feedback on class material, as well as to design learning activities and reviews. They will also have the option to work with Dr. Chicoli to lead learning activities during the lecture.

PHYS 131/132 - Fundamentals of Physics for Life Sciences I and II
Joe Redish
In PHYS131/132, AMPs will assist the faculty supervisor during lectures, helping students during in-class activities. They will help students to find accurate solutions with increasing independence. AMPs will also assist TAs during recitation and lab sections, guiding students in smaller groups and one-on-one problem-solving. Through these responsibilities, AMPs will reinforce their own physics proficiencies, including lab equipment and technology skills in laboratory settings.

PLCY 201/CPPL 100  - Public Leadership College Park Scholars
Kelly Brower
In PLCY201, AMPs will help facilitate in-class dialogue, role-playing simulations, and break out sessions and group discussions, and thereby will improve their public speaking, facilitation, and organizations skills as well as their understanding of the material. 

PSYC 100 - Introduction to Psychology
Scott Roberts
AMPs will work with students in small-group activities and review sessions during our class meetings and provide support for interactive online elements of the course.

PSYC 200 - Statistical Methods in Psychology
Benjamin Jones
AMPs in PSYC200 will work with the instructor and graduate TAs to deliver course material, provide assistance to student learning, and gain further knowledge of statistics. AMPs will attend one class per week, hold weekly office hours, meet weekly with the PSYC200 team, and gain insight into how instructors grade. The AMPs will also discuss their experiences with the instructor and write a final reflection paper.

PSYC 300 - Research Methods in Psychology Laboratory
Tracy Tomlinson
AMPs help student engagement and learning by facilitating discussions in lectures and small groups, leading review sessions, sending e-mails to students who may benefit from additional support, and helping track student participation and course assignments. AMPs also support graduate teaching assistants in their lab sections by joining the conversation and floating around the class to give individual attention to students during the design and analysis of research projects.

PSYC 303 - Professional Development for Psychology Majors
Alexis Foley
As an online course, AMPS for PSYC303  assist in engaging students online and in-person through office hours, online discussion boards, and course announcements. AMPS  help to increase support presence by managing a caseload of in-course groups in a course of fifty students; including selected grading, responding to student questions and concerns, monitoring discussion boards, providing feedback and relaying course information. AMPS will also assist with developing professional-development related student resources and opportunities. 

PSYC 334 - Psychology of Interpersonal Relationships
Colleen Kase
In PSYC334, AMPs will facilitate in-class discussions and activities, serve as the "first line of defense" for student questions about course content, and plan and execute exam review sessions. They will also do some grading, with a focus on providing constructive feedback for low-stakes assessments. Finally, they will have the opportunity to do mini-lectures for the course, if desired.
 
PSYC 336/354 - Psychology of Women & Multicultural Psychology
Monica Kearney
AMPs will play an integral role in student learning. They will be responsible for providing support during lectures, holding office hours, and answering student questions in person and via email. Additionally, AMPs will lead one or more lecture(s) of their choosing. Finally, AMPs will have a role in grading student assignments. 
 
PSYC 361 - Survey of Industrial and Organizational Psychology
Sara Barth
AMPs in PSYC361 help to facilitate student engagement in active learning activities during class. AMPs in PSYC361 will also play a pivotal role in helping to develop rubrics and will assist graduate student TAs in grading student assignments.
 
STAT 100 - Elementary Statistics and Probability
Matthew Griffin & Susan Mazzullo

STAT100 AMPs provide content knowledge expertise as well as targeted advice and best practices for meeting course learning objectives. Most AMPs attend STAT100 lecture sessions and support the instructor, primarily in the facilitation of classroom activities involving data explorations and small group work. AMPs circulate around the classroom, answering questions, promoting critical thinking and facilitating discourse. AMPs also collect data in lecture sessions on student engagement. AMPs who attend lecture sessions have opportunities to periodically deliver short presentations and mini-lessons. Other AMPs attend discussion sessions, providing support to the STAT100 TAs and delivering one-on-one academic instruction to students. All AMPs lead or co-lead study sessions (outside of lecture and discussion sessions) before each STAT100 test and the final exam. All STAT100 AMPs meet periodically with the instructor and other AMPs in instructional team meetings, discussing student progress towards learning objectives and providing feedback and suggestions on planning, instruction, and assessment.

 

Note that in some courses, AMPs have titles within their course that align with disciplinary standards (e.g., undergraduate learning assistants, ULAs, or simply LAs). We use the common reference title of "AMP" across all applicable roles to reduce confusion.

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