research assistance

What is a Research Assistant?

• After a PhD

Research assistants are employed by research institutes to assist with academic or private research. The primary responsibility of a research assistant is to provide support to either a research fellow or a research team, through collecting, analysing and interpreting data.

Institutes which use research assistants include universities, research centres (e.g. the Russell Group) and private organisations. Research assistants usually operate on a temporary basis, though permanent positions exist. In an academic setting, research assistants work under the supervision of research fellows.

Research assistant roles are often undertaken by postgraduate students who are completing their PhD programme. This provides income for the doctoral student, but also prepares them for an academic career once their programme is complete.

What are the Typical Duties of a Research Assistant?

Duties of a research assistant can vary throughout the life of a research project. In the early stages, you may be required to look for grants or funding opportunities. Many research projects cannot be undertaken without funding from an overseeing body such as a government department, research council or private company. Research assistants can be asked to prepare supporting material and help develop a proposal to secure funding.

Research assistants may also be responsible for planning the research project, coordinating tasks, preparing surveys, scheduling interviews and identifying statistical models and analysis techniques to use. In the middle stages of the project, research assistants may collect, analyse and interpret data. To do this, they will use data analysation techniques and use graphs, tables and charts to present key findings.

Finally, towards the end of the project, they may need to prepare a written discussion of the findings and help produce reports or articles. The research team may need to present the outcome of the research project at a conference to the funding agency or any other interested parties. Research assistants commonly help prepare material such as presentation slides and posters for these conferences.

In summary, the core duties of a research assistant include:

• Preparing materials to support grant applications
• Reviewing published literature and producing literature reviews
• Data collection and storage
• Assist in lab work, ordering of materials, inventory management and preparation of samples
• Conduct analysis of data
• Statistical manipulation and graphical presentation of data
• Assist with the recruitment of staff and performing interviews
• Regular note taking (e.g. meetings, interviews, lab results)
• Attending internal project meetings, seminars and external conferences
• Supervision of undergraduate researchers
• Preparation of reports, presentations and posters
• Review of reports produced by others
• Presenting findings on behalf of research team
• Management of research project finances
• Liaison with funding agency
• Project correspondence and website management
• Development of research protocols
• Management of project programme
• Evaluation and development of new tools and practices

This is a non-exhaustive list, and there will be several day-to-day tasks specific to your job.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

What are the Benefits of becoming a Research Assistant?

Becoming a research assistant is a great way to get hands on experience and prepare yourself for a career in academia or applied research. You will get to experience many aspects of research life, and develop skills such as data analysis, communication and problem solving which can be applied to any industry. Being a research assistant allows you to ‘earn whilst you learn’ and is ideal for those who want to bring in additional income to support their studies.

Beyond this, the short-term nature of research assistant positions suits those looking for flexible working arrangements and those who want to get a taste of research life without committing to a full-time career. For this reason, many research assistants are recent Bachelor’s or Master’s graduates who are looking to experience a research project before deciding on whether a PhD is right for them.

Another advantage of this is that it allows researchers to move from project to project and get experience working in different environments and teams.

As a research assistant you will have the opportunity to become involved in publishing papers. If you have been involved in the research study and made a significant contribution, then you should be an author on the paper. As with all papers, if you lead the research and write up the manuscript, then you should also be the first author.

What is the Salary of a Research Assistant?

Due to the wide variety of environments research assistants can operate in, salaries are varied. That being said, the typical starting salary for research assistants in the UK is around £20,000 to £25,000. Funded PhD students usually receive a tax-free stipend as their salary, typically worth £15,000 to £20,000 .

Who are the Typical Employers?

The most common employer for research assistant positions are Universities. However, other employers include the NHS, charities and trusts, private research companies, and public/government research councils.

What are the Entry Requirements for a Research Assistant position?

Most research assistant positions will require you to possess a good (2:1 or above) undergraduate degree, preferably a Master’s degree, in a relevant subject. Some positions require candidates to either possess a postgraduate degree or be enrolled on a PhD programme. Regardless of the qualification requirement, you will need to have a thorough understanding of the subject area, and be able to show examples of research skills such as data collection and analysis.

Some universities run undergraduate research assistant programmes which allow undergraduates to engage in academic research with the support of university staff and prepare them for a career in academia. An example is the University of St Andrews whose scheme pays undergraduate students £54 for each 6-hour block worked.

Key Skills for a Research Assistant

There are several key skills employers look for when assessing the suitability of candidates for research assistant jobs. We have outlined these below and you should highlight them in your application to make you stand out.

What is the Typical Day of a Research Assistant?

The typical day of a research assistant will vary depending on the field of research you operate in and institute to work for. However, there are some things which most research assistants can expect in a typical day.

They are responsible for basic administrative tasks such as record keeping and account management. Since research assistants are likely to be working under the supervision of a lead researcher, they will be required to support their supervisor in their day-to-day tasks, and provide them with regular progress updates.

If working in a large research team, research assistants can be asked to check in with various members of the team, coordinate tasks and ensure progress is on track. Similarly, research assistants are responsible for planning and scheduling and may organise interviews and meetings on behalf of others.

Research assistants can expect flexible working hours, which vary greatly depending on the project they are involved in. Working hours tend to increase as the deadline approaches, and many research assistants frequently work on weekends.

Most research assistants will operate from either a laboratory or an office. Occasionally, they may go ‘onsite’ to conduct fieldwork.

How to find Research Assistant Positions

One issue with research assistant jobs is that they are not well advertised. The best place to start is to search our extensive database of PhD programmes to see whether there are any research assistant positions available, or browse the research section on the websites of the universities you’re interested in.

Beyond this you can speak to university staff who can advise you on the best course of action to take for applying to research positions within their department. Some organisations advertise on social media, so joining facebook groups and following twitter accounts (e.g. alumni and department pages) is a good idea.

Interview Tips for Research Assistants

Before attending your interview, have a good idea of the current state of knowledge in the field of research you are applying to. Has there been any recent breakthroughs? What are the current gaps in knowledge? What research is being undertaken and what is the direction for the future?

It is also an advantage to know the institution you are applying to. Specifically, how does the research department operate, what equipment does the lab have, is the department currently involved in any noteworthy search projects?

You should also expect to talk about your interest in the research field, your career plans and what makes you a suitable candidate for the job.

Some example questions you may face include:

• How does this research assistant position align with your long-term aspirations?
• Do you have any previous experience?
• What relevant skills do you possess?
• Do you have any skills beyond research? (For example, foreign languages)
• What was your dissertation or thesis title and what did it involve? (If you have done one)

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How to Become a Research Assistant

Learn what it takes to become a Research Assistant in 2024, and how to start your journey.

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How do I become a Research Assistant?

Gain relevant education, develop research skills, gain practical experience, build your professional network, create a portfolio of your research work, stay informed and continue learning, typical requirements to become a research assistant, educational requirements and academic pathways, building experience in research, key skills for aspiring research assistants, additional qualifications for a competitive edge, alternative ways to start a research assistant career, building on domain expertise, transitioning from technical roles, utilizing experience from non-profit and volunteer work, self-directed learning and online education, networking and professional organizations, how to break into the industry as a research assistant - next steps, faqs about becoming a research assistant, how long does it take to become a research assistant, do you need a degree to become a research assistant, can i become a research assistant with no experience.

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• Resume and Cover Letter
• Research Assistant Job...

Research Assistant Job Description

4 min read · Updated on September 03, 2019

In order to ensure your professional resume will support your goals, use this research assistant job description to inform what you should highlight on your resume.

By reviewing job description examples, you'll be able to identify what technical and soft skills , credentials and work experience matter most to an employer in your target field.

Participate in the design, administration and monitoring of clinical trials. Analyze and evaluate clinical data gathered during research. Ensure compliance with protocol and overall clinical objectives.

May require a BS, RN, or BSN degree or equivalent and 0-3 years of experience in the field or in a related area. Knowledge of FDA regulatory requirements is required. Has knowledge of commonly-used concepts, practices and procedures within a particular field. Rely on instructions and pre-established guidelines to perform the functions of the job. Work under immediate supervision. Primary job functions do not typically require exercising independent judgment. Typically reports to a supervisor or manager.

Responsibilities:

Conduct literature reviews

Collect and analyze data

Prepare materials for submission to granting agencies and foundations

Prepare interview questions

Recruit and/or interview subjects

Maintain accurate records of interviews, safeguarding the confidentiality of subjects, as necessary

Summarize interviews

Provide ready access to all experimental data for the faculty researcher and/or supervisor

Request or acquire equipment or supplies necessary for the project

Manage and respond to project related email

Prepare, maintain and update website materials

Supervise undergraduate students working on the research project (maintaining records on assignment completion, acting as liaison/mediator between the undergraduate students and the faculty researcher)

Attend project meetings

Attend area seminars and other meetings as necessary

Summarize project results

Prepare progress reports

Prepare other articles, reports and presentations

Monitor the project budget

Travel to field sites to collect and record data and/or samples as appropriate to the specific objectives of the study

As appropriate to the specified position, code and verify data in accordance with specified research protocol and coding procedures and enter data into a computer database and/or spreadsheet application for subsequent analysis

Develop or assist in the development of interview schedules; contact potential subjects to introduce and explain study objectives and protocol and to arrange interviews, either in person or by telephone

Identify and compile lists of potential research subjects in accordance with study objectives and parameters, as appropriate to the individual position

Conduct and record face-to-face and/or telephone interviews with subjects, in accordance with predetermined interview protocol, data collection procedures and documentation standards

Review and edit data to ensure completeness and accuracy of information; follow up with subjects to resolve problems or clarify data collected

May set up, calibrate and maintain laboratory and/or field research equipment, as specified by the requirements of the study

May lead or guide the work of student employees

Perform miscellaneous job-related duties as assigned

Prepare findings for publication and assist in laboratory analysis, quality control, or data management

Write and contribute to publications

Develop research protocols

Track progress over time

Assist with preparation of all educational and training workshops and evaluation strategies

Engage clinical and community partners in research

Market training and technical assistance resources to clinical partners and academic investigators

Develop assessment and evaluation tools

Compile data for progress reports

Requirements:

Completed degree(s) from an accredited institution that are above the minimum education requirement may be substituted for experience on a year for year basis

High school diploma or equivalent; college degree preferred

Research Assistant top skills & proficiencies:

Communication

Attention to detail

Critical thinking

Technical skills

Statistical and Graphical Analysis of Data

Ability to maintain quality, safety and/or infection control standards

Planning and scheduling

Interviewing

• Data Collection

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Research Assistant (Life Science Research Professional 1)

🔍 stanford, california, united states.

DESIRED QUALIFICATIONS: 

•    Bachelor’s degree in molecular biology, cell biology, biochemistry, biophysics, or related field. •    Experience with standard wet lab molecular biology techniques (cloning, PCR, mutagenesis) and biochemical techniques                 (protein purification, gel electrophoresis, Western blot). •    Experience with mammalian cell culture techniques. •    Strong analytical and quantitative skills and attention to detail. •    Highly motivated, dedicated and independent. •    Supportive team player. •    Highly organized. •    Excellent interpersonal and communication skills. •    Willingness to learn.

EDUCATION & EXPERIENCE (REQUIRED):

Bachelor's degree in related scientific field.

KNOWLEDGE, SKILLS AND ABILITIES (REQUIRED): •    General understanding of scientific principles. Demonstrated performance to use knowledge and skills when needed. •    Demonstrated ability to apply theoretical knowledge of science principals to problem solve work.  •    Ability to maintain detailed records of experiments and outcomes. •    General computer skills and ability to quickly learn and master computer programs, databases, and scientific applications. •    Ability to work under deadlines with general guidance.  •    Excellent organizational skills and demonstrated ability to accurately complete detailed work.

CERTIFICATIONS & LICENSES:

PHYSICAL REQUIREMENTS*: •    Frequently stand, walk, twist, bend, stoop, squat, grasp lightly, use fine manipulation, grasp forcefully, perform desk-based computer tasks, use telephone, write by hand, lift, carry, push and pull objects weighing over 40 pounds.  •    Occasionally sit, kneel, crawl, reach and work above shoulders, sort and file paperwork or parts.  •    Rarely climb, scrub, sweep, mop, chop and mix or operate hand and foot controls.  •    Must have correctible vision to perform duties of the job. •    Ability to bend, squat, kneel, stand, reach above shoulder level, and move on hard surfaces for up to eight hours. •    Ability to lift heavy objects weighing up to 50 pounds. •    Ability to work in a dusty, dirty, and odorous environment. •    Position may require repetitive motion.

*- Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.

WORKING CONDITIONS:

•    May require working in close proximity to blood borne pathogens. •    May require work in an environment where animals are used for teaching and research. •    Position may at times require the employee to work with or be in areas where hazardous materials and/or infectious diseases are present.  •    Employee must perform tasks that require the use of personal protective equipment, such as safety glasses and shoes, protective clothing and gloves, and possibly a respirator.  •    May require extended or unusual work hours based on research requirements and business needs.

The Pleiner lab at Stanford Medicine, Department of Molecular and Cellular Physiology, is seeking a Research Assistant (Life Sciences Research Professional 1) to assist a fundamental research program in cellular and molecular biology. Join our growing team! 

Our lab aims to understand how human cells produce and quality control biomedically important membrane proteins like transporters, receptors and ion channels that are essential many cellular functions. Misfolding and premature degradation of these membrane proteins is leads to severe diseases like cystic fibrosis or various channelopathies. In addition, many viruses exploit the cell’s biogenesis and quality control machinery to for their own replication. We aim to characterize the molecular machines and pathways that mature human membrane proteins to better understand how to treat these disease and fend off deadly viral infections. 

Towards that goal, the lab also develops novel technology to study and modulate protein quality control pathways for therapeutic benefit. The lab combines cell biology, (structural) biochemistry and protein engineering approaches to tackle challenging human health problems like protein misfolding diseases that cause neurodegeneration. One particular type of tool we exploit for these purposes are small, single-domain antibodies (called nanobodies) from alpacas. These tiny antibodies can be produced in human cells to manipulate intracellular biology e.g. to inhibit or activate protein folding and degradation processes. We use alpaca immunization, synthetic nanobody libraries and computational binder prediction tools to generate function-modulating nanobodies targeting key protein folding and degradation factors of biomedical importance. 

In this role you will work alongside senior lab members to assist, as well as independently execute and troubleshoot experiments. You will have the opportunity to train new lab members, help in organizing the lab space and contribute directly to our ongoing research projects and publications. 

Our lab is an inclusive space that fosters learning & curiosity, promotes team work and values mentorship to drive an innovative research program that pushes the boundaries of molecular biology. The ideal candidate will join the lab in June or July.

For more visit our lab website: www.pleinerlab.org

Duties include:  •    Plan approach to experiments in support of research projects in lab and/or field based on knowledge of scientific theory.  •    Independently conduct experiments; maintain detailed records of experiments and outcomes.  •    Apply the theories and methods of a life science discipline to interpret and perform analyses of experiment results; offer suggestions regarding modifications to procedures and protocols in collaboration with senior researcher. •    Review literature on an ongoing basis to remain current with new procedures and apply learnings to related research.  •    Contribute to publication of findings as needed. Participate in the preparation of written documents, including procedures, presentations, and proposals.  •    Help with general lab maintenance as needed; maintain lab stock, manage chemical inventory and safety records, and provide general lab support as needed. •    Assist with orientation and training of new staff or students on lab procedures or techniques.

*- Other duties may also be assigned

The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.

The expected pay range for this position is $26.44 to $36.54 per hour. Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources at [email protected] . For all other inquiries, please submit a contact form .

Stanford is an equal employment opportunity and affirmative action employer.  All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

• Schedule: Full-time
• Job Code: 4943
• Employee Status: Regular
• Requisition ID: 103242
• Work Arrangement : On Site

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• About Program Portfolio

Healthcare and Social Assistance Program

• The mission of the Healthcare and Social Assistance (HSCA) Program is to eliminate occupational diseases, injuries, and fatalities and optimize workers’ health and well-being in HCSA industries.
• The Program prevents occupational injury and illness, while optimizing HCSA workers’ health and well-being through a range of efforts and partnerships.

To Learn More‎

The Healthcare and Social Assistance (HCSA) Program covers the over 20 million people employed in private and public sector industries. The Program supports human and veterinary healthcare and social assistance services across a broad range of settings such as hospitals, clinics, nursing and private homes, and child day care. The Program works to prevent occupational injuries and illness caused by lifting and repetitive tasks, long hours, changing shifts, violence (by human or animal), stress and other mental health concerns, and exposure to infectious diseases and hazardous chemicals.

Program priorities

The HCSA Program has selected research priorities on the basis of burden, need, and impact and collaborated with other NIOSH research programs to write the research goals in the NIOSH Strategic Plan for FYs 2019-2026 . The priority areas are:

• Identify interventions to improve work organization, safety culture, and well-being.
• Reduce stress, anxiety, depression, fatigue, burnout, substance use disorders, and suicides.
• Prevent injuries from lifting, falls, sharp instruments, and other physical hazards.
• Interrupt transmission of pathogens and drug-resistant organisms.
• Minimize exposure to substances associated with cancer, adverse reproductive outcomes, dermal diseases, and work-related asthma.
• Reduce injuries associated with violence.

What we've accomplished

In 2022-2023, the Program:

• Characterized healthcare workers' perceptions of infection risk with procedures that generate sprays or mists. Findings suggest that these procedures are generally perceived to place workers at high risk of becoming infected with respiratory pathogens.. This research shows the importance of further work to better quantify risk and the effectiveness of preventive interventions.
• Evaluated COVID-19 vaccine hesitancy among veterinarians. While COVID-19 vaccination was widespread among veterinarians in June 2021, those who abstained from vaccination cited concerns about the safety, efficacy, and necessity of the vaccine.
• Described pre-pandemic well-being and mental health among healthcare workers. Across the health care workforce, insufficient sleep (41%) and diagnosed depression (18.9%) were the most common conditions reported.
• Summarized workplace interventions to prevent or reduce stress and foster positive mental health and well-being among healthcare workers.
• Determined the injury rate among healthcare workers because of intentional violence experienced from patients in the workplace.
• Quantified the percentage of healthcare workers with paid sick leave , which can impact on the ability to stay home when ill. In April 2022, 73.2% of 2,555 responding healthcare workers reported having paid sick leave, like 2022 and 2021 estimates.

What's ahead

In the future, the Program aims to:

• Publish a NIOSH training on safety culture for healthcare settings.
• Issue revised webpages for veterinarians and animal care workers.
• Summarize interventions that improve both healthcare worker and patient health and safety.
• Examine the relationship between job, risk of SARS-CoV-2 exposure, and perceived stress on infection control adherence.
• Introduce a framework to improve well-being for veterinary healthcare professionals.
• Summarize elastomeric half-face respirator (EHMR) demonstration studies and develop healthcare workplace solutions for using EHMRs.

Contact [email protected] with any questions about the HCSA Program.

More information on specific workplace safety and health topics and useful resources can be found on the following pages:

• Healthcare Workers Topic Page
• Veterinary Safety and Health Topic Page

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The HCSA Program helps lead the NORA Healthcare and Social Assistance Sector Council, which brings together individuals and organizations to share information, form partnerships, and promote adoption and dissemination of solutions that work. The council seeks to facilitate the most important research, understand the most effective intervention strategies, and learn how to implement those strategies to achieve sustained improvements in workplace practice.

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The Occupational Safety and Health Act of 1970 established NIOSH as a research agency focused on the study of worker safety and health, and empowering employers and workers to create safe and healthy workplaces.

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May 15, 2024

Purdue Global to expand AI learning capabilities with launch of Learning Assistant

Purdue Global launched its new Purdue Global Learning Assistant pilot across four courses in January. The AI tool is directing students to resources for classes and projects. (Purdue Global photo/Kelsey Lefever)

New resource embedded into online classroom platform

WEST LAFAYETTE, Ind. — Purdue Global professor Melissa Bahle welcomed a new teaching assistant to her composition classes this spring, helping field questions and providing answers while she is leading online classes.

The assistant’s name: Purdue Global Learning Assistant (PGLA), a new conversational AI tool designed to help students navigate and understand course resources and policies.

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PGLA had a soft launch Jan. 31, with nearly 700 students across four sections of undergraduate and graduate courses piloting the new software. 

Bahle is a professor in Purdue Global’s Department of English and Rhetoric who teaches two sections of CM 107 (College Composition I), each with 28 students enrolled.

“I think PGLA is a wonderful addition to the class,” she said. “I have noticed fewer course navigation questions. So far, PGLA seems to work well for questions related to finding materials in the course, providing information and links about APA formatting, and helping students connect with the Academic Success Center.”

Timothy Werth , Purdue Global’s chief information officer and vice president of Administrative Services, said that providing self-directed and immediate resources for students in the classroom is exactly what the PGLA is designed to do.

“We wanted to make sure the pilot courses would be good foundational building blocks for PGLA and representative of challenges facing our students and faculty,” Werth said.

The concept for PGLA came from the 2021 Purdue Global Moves strategic initiatives that address opportunities to improve student success, such as visioning for Purdue Global’s Classroom of the Future. Purdue Global is Purdue’s online university for working adults.

Several faculty and leadership members believe that supplementing online classrooms with real-time assistance to students could have, in the long run, a positive impact on learning outcomes for students.

Teams of developers, IT professionals, learning designers and faculty members began collaborating in 2021 on initial conceptualization. The group began the institutional design phase in fall 2022.

This tool's development is focused on directly improving the Purdue Global teaching and learning experience. The development blueprint is grounded in student and faculty feedback issues.

“The excitement and engagement of our faculty has been a driving factor in our success during the product development life cycle. This is an academic project, not an IT project, that has clear outcome-based success criteria that everyone from faculty to finance can understand and evaluate. Every day, our faculty are bringing new problems to solve, which has resulted in a robust backlog of features that gets everyone excited about the future evolution of the Learning Assistant,” said Judy Lewandowski , vice provost for Adult Teaching and Learning.

Perfect timing of how a technology revolution assisted in tool development

As work groups were planning for PGLA, they encountered a technology revolution with the public release and adoption of generative AI programs .

And the work groups not only embraced the emergence of generative AI programs, they began including it in the design.

“We were methodical in our process to determine our next steps, which proved valuable as technologies available to Purdue Global were, and continue to be, changing rapidly,” Werth said. “The emergence of generative AI technologies using natural language models began to inform our potential path. In the fall of 2023, we decided the technologies were at a maturity level sufficient to embark on our vision to create the PGLA.”

With generative AI becoming more and more prevalent in the classroom, Purdue Global had to make sure what was being generated was correct for the students.

“The ability of any institution or organization to optimize AI is dependent upon the readiness of their data and processes to support an ‘AI first’ approach,” Werth said. “We expected challenges in this area, and we found them. Now it is about making incremental improvements as we move ahead.”

The three other courses — MT 140 (Introduction to Management), CJ 100 (Preparing for a Career in Public Safety) and ED 720 (doctoral course — Diversity, Equity, and Inclusion in Educational Contexts) — were selected for the pilot due to the number of students, plans of study and learning content.

Robert Winters , a professor in Purdue Global’s College of Social and Behavioral Sciences, teaches the CJ 100 course and participated in product testing.

Winters said PGLA’s interface is easy to use, and both he and his students are already seeing benefits.

“Pre-PGLA, students would either have to email me, as their professor, ask the question and then wait for me to respond, or wait to ask in our live weekly seminar, or often, just not ask and remain frustrated,” Winters said. “PGLA allows students to get answers 24/7 to their questions, on their time and need. When students use the tool, it helps to reduce the time that I need to spend either responding to emails or in seminars, time that can be better spent engaging students and teaching substantive content.”

Next steps: Continuous feedback

Faculty and student feedback is key to continued development, enhancement and scalability of the AI application. Focus groups will be created, and surveys will go out to the students. Developers are looking at feedback and interactions to see what other aspects could be tweaked or expanded.

Werth praises the course leads and faculty members who helped map user journeys in the initial version of PGLA.

“All faculty have been highly engaged and bring a deep knowledge of our classroom and gaps that exist that can be filled by the PGLA. They believe in this project, and they believe in the positive impact this will have on students over time,” Werth said.

Prior to launch, Bahle took time to ask PGLA questions about her courses. She attended two training sessions and now attends meetings twice a month with the larger working team, sharing how it is working with her students and brainstorming ways to make it more effective.

“I provided feedback on those answers that were not as thorough as they could be and noted when responses were helpful,” she said. “I worked on rewording questions to see how the responses from the program changed and worked on adjusting my seminars to dedicate time to discussing the PGLA with students and encouraging them to utilize it.”

Bahle looks forward to seeing how PGLA grows during the upcoming year.

“The more we work with it, the more effective it will be. I like that it is teaching students how to use AI as a tool when writing,” she said.

Winters also includes sections about PGLA in his seminars, encouraging students to use it.

“It is much easier for me to be able to talk to the entire class about PGLA than to have to field one student’s question and risk losing the attention of others because they do not have the same question,” Winters said.

Students are also responding positively to the additional tool, being able to get quick answers to basic course questions.

“From the student’s perspective, PGLA is like having me right there with them 24/7 to answer questions. That, in turn, lowers their stress level and allows them to more fully focus on learning their course content,” Winters said.

Werth believes the application will become more dynamic and valuable to the students as technology improves and problem-solving features are expanded. He hopes it becomes another trusted tool in our belt to improve student outcomes and persistence.

“The challenges of natural language models and accuracy are real, and we encounter something new each day,” he said. “It’s important that we keep an open mind and collaborate with our stakeholders all along the way to ensure this product delivers on our promise to drive Student Success.” 

About Purdue Global

Purdue Global is Purdue’s online university for working adults who have life experience and often some college credits. It offers flexible paths for students to earn an associate, bachelor’s, master’s or doctoral degree, based on their work experience, military service and previous college credits, no matter where they are in their life journey. Purdue Global is a nonprofit, public university accredited by the Higher Learning Commission and backed by Purdue University. For more information, visit https://www.purdueglobal.edu .

Writer/Media contact: Matthew Oates, [email protected] , 765-496-6160, @mo_oates

Sources: Timothy Werth, Melissa Bahle, Robert Winters, Sam Weber, Judy Lewandowski

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