We are currently working on restructuring and improving the AMP Program (and all enrollment forms) for Fall 2019, so all enrollments are on hold for now! We will be in touch with returning course instructors throughout the summer to make sure that your course and AMPs will be registered and ready to go for Fall. Course instructors that are interested in joining AMP for the first time in Fall 2019 should contact firstname.lastname@example.org for more information. Thank you for your patience as we work to revise and update the program in a way that will allow us to support both instructors and students as we continue to grow!
What is the AMP Program?
The Academic Peer Mentoring Program supports the integration of select undergraduates (AMPs*) into courses to work with instructors, as part of a team, to promote more active, student-centered instruction. Through coursework (TLTC333) and hands-on experience, AMPs learn about the science behind effective teaching and develop the professional skills necessary to advance the learning outcomes of their fellow students. The program also provides instructors with guidance and community to help them develop beneficial partnerships with AMPs and create active, student-centered learning environments.
*Note that in some courses and departments, AMPs have titles 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.
What does AMP offer and to whom?
AMPs are undergraduate academic peer mentors who provide experienced perspectives to students in a course they have previously completed successfully. AMPs receive professional development experience through AMP courses TLTC 333 and TLTC 399, and work with course instructors to achieve individualized learning outcomes for their mentorship. The benefits of participating as an AMP include:
- Gain professional development experience to effectively support and promote the performance of others.
- Practice effective communication skills to convey concepts, processes, and constructive feedback.
- Learn about scientific research on teaching and how to apply evidence-based practices.
- Create a portfolio highlighting the knowledge, skills, and experience developed.
Faculty and graduate student instructors work with AMPs to enhance student learning in their course. By collaborating with AMPs as part of an instructional team, instructors also gain valuable insight and perspectives from undergraduate students. AMP instructors receive support from TLTC to:
- Amplify effective instructional support for students in courses with experienced, trained peers.
- Simplify administrative processes in the selection and training of academic peer mentors.
- Enhance pedagogical practices with resources, consultations, and participation in an online community of other AMP instructors.
Undergraduate students in AMPed courses learn from students who have been successful in the course and can share their perspectives and approaches. Students engage in one-on-one and small group interaction with AMPs to increase:
- Active learning: Students engage, participate, and invest in the process of their own learning.
- Effective learning: Students practice evidence-based strategies to master course concepts and skills.
- Efficient learning: Students learn techniques for managing time and optimizing effort and energy.
What do AMPs do?
AMPs interact with students. AMPs facilitate student learning by working with students one-on-one and in small groups both in person and online.
AMPs engage with instructors as part of a team. AMP instructors and AMPs meet regularly (virtually or in person) to negotiate expectations, plan for upcoming instruction, reflect on course successes and challenges, and provide each other with helpful feedback.
AMPs engage in professional development. To support them in their role, all new AMPs complete TLTC 333 – Fundamentals of Academic Peer Mentoring, a one-credit blended course designed to provide them with the foundational knowledge and skills to be an effective peer mentor. The credit hours for TLTC 333 are independent of the time commitment associated with supporting any particular course. AMPs may also receive additional independent study course credit for their time spent in the classroom and working with their course instructor by enrolling in TLTC 399 – Academic Mentoring Activity (or other departmental equivalents).
For more about how AMPs support teaching and learning at the University of Maryland, explore our AMP Impact
page or read about other AMPed courses
How do I get involved?
Course instructors who are interested in getting involved in the AMP program should apply at tltc.umd.edu/amp-apply
, or explore more information about the application and enrollment process here
. To speak with a TLTC staff member about how AMP can support your specific course, please contact email@example.com
Participation in the program and enrollment in TLTC 333 and TLTC399 are limited to students who have already arranged an assignment with a participating instructor. Interested students should contact their instructor directly to inquire about openings, roles, schedules, and specific eligibility and selection criteria. We generally advise instructors to seek students who:
Have demonstrated subject mastery with “B” or higher level work in that course
Are in overall strong academic standing
Are dedicated to working directly with other students
If you have arranged an assignment with an AMP instructor, please visit the student enrollment page for more information and to access the required forms.
Program logo generously gifted by J. Lehnert & S. McKinney