Undergraduate Research and Creative Activities Journal

This qualitative study examines the developmental outcomes of Undergraduate Learning Assistants (ULAs) in three STEM departments (Psychology, Statistics, Chemistry) at a large public institution. The purpose is to understand how fulfillment in the ULA role relates to ULAs reported professional development. Thematic analysis of semi-structured interviews (n=10) revealed fulfillment as a central theme in the ULA experience, based on participants' accounts of sense of purpose, enjoyment, and perceived impact in their role. This sense of fulfillment provided the foundation for professional skill development like communication, confidence, leadership, and networking. Findings highlight the importance of emotional dimensions in shaping professional identity and suggest that peer-instructional programs should be intentionally designed to cultivate connection and meaning for all participants.