What are some of the ways AMPs support teaching and learning at the University of Maryland?
AMPs work with students one-on-one and in small groups.
When working with students in class and in online spaces, AMPs facilitate and monitor discussion, ask guiding questions (rather than just provide answers), communicate directions and expectations, and answer student questions. Some work with specific groups of students that stay the same throughout the semester, while others may work with different students. AMPs mostly support student learning of course content, but also serve as role models and provide general support about being successful in college.
AMPs help with course logistics and facilitating active learning environments.
AMPs play a huge role in coordinating active learning, especially in large classrooms. Some AMPs facilitate student engagement and participation, pass out, collect, or organize materials, and set up slides. They also may help with general room setup, including setting out nametags, table numbers, or whiteboards.
AMPs work with students outside of class and maintain communication with students.
Some AMPs hold office hours, review sessions, or practice sessions, both in person and virtual. To support this work, many AMPs create review materials, practice questions, and study guides for students. AMPs coordinate discussion boards and class chats via multiple platforms, including Canvas, Slack, Piazza, and GroupMe. They maintain communication with students by answering e-mails or individual ELMS messages and sending announcements and reminders. AMPs may work behind the scenes to set up and maintain ELMS content, including posting discussion questions or readings and captioning lecture videos.
AMPs support grading, especially low-stakes formative assessments.
AMPs might review and keep track of low-stakes formative assessments, such as exit tickets. They also grade lecture worksheets, in-class activities, lab notebooks, and pre-lab assignments for completion or track participation in class for participation credit.
AMPs provide instructors with feedback and support in developing instructional materials.
AMPs play a huge role in "bridging the gap" between instructor and student by reporting on individual and general student progress and concerns as well as sharing common questions and areas of confusion. They may review assignments and exams before administered to students and make suggestions for changes. They provide feedback on course activities and teaching after they happen. AMPs also help choose readings and provide suggestions for new in-class activities.
Some AMPs co-create instructional materials with instructors. For example, they may work with the instructor to create resources, in-class activities, and worksheets. They may also help write quizzes, exam questions, or pre and post-class questions.
The Unique Role of the FIRE AMPs
A large number of AMPs support the First-Year Innovation & Research Experience (FIRE). Beyond some of the roles previously mentioned, FIRE AMPs also supervise students in the lab, support lab maintenance, create and test new lab protocols, develop lab training modules, and track student lab hours.