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Learning Lab Assistant Jobs in Carlsbad, CA (NOW HIRING)

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QC Technologist I / Phlebotomist

San Diego, CA · On-site

$24 - $29/hr

The QC Lab Technologist I is responsible for the execution of a broad range of bench test ... As required, assist with testing for investigation and resolution of complaints, non-confor-ming ...

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How much do learning lab assistant jobs pay per hour?

As of Sep 8, 2026, the average hourly pay for learning lab assistant in Carlsbad, CA is $21.00, according to ZipRecruiter salary data. Most workers in this role earn between $17.21 and $23.94 per hour, depending on experience, location, and employer.

What is a learning lab assistant?

Learning Lab Assistants are educational support staff who help students in learning labs or resource centers. Their main responsibilities include assisting students with coursework, answering questions about assignments, providing guidance on using lab equipment or software, and sometimes helping instructors with classroom management. They play a key role in fostering a supportive learning environment and bridging gaps in student understanding. Learning Lab Assistants may work in a variety of subjects, from math and science to writing and technology.

What are the typical responsibilities of a learning lab assistant?

A Learning Lab Assistant typically supports students and instructors by helping to set up equipment, maintain learning materials, and provide guidance on assignments or technology use. Throughout the week, they may assist with troubleshooting technical issues, monitor lab attendance, and ensure a safe, productive environment for learners. They also collaborate closely with faculty and other support staff to keep the lab organized and facilitate a positive learning experience. This role offers valuable exposure to educational environments and opportunities to develop communication and technical skills.

What are the key skills and qualifications needed to thrive as a learning lab assistant?

To thrive as a Learning Lab Assistant, you need a strong understanding of educational principles, subject-specific knowledge, and experience supporting students, often backed by at least some college coursework in education or a related field. Familiarity with learning management systems, educational software, and common productivity tools is typically required. Excellent communication, patience, and organizational skills help foster a supportive learning environment and address diverse student needs. These skills are crucial for effectively assisting students, ensuring smooth lab operations, and promoting academic success.

What is the difference between Learning Lab Assistant vs Teaching Assistant?

AspectLearning Lab AssistantTeaching Assistant
Required CredentialsHigh school diploma or equivalent; some roles may require post-secondary courseworkHigh school diploma; some positions may prefer college coursework or related experience
Work EnvironmentEducational labs, tutoring centers, or learning support environmentsClassrooms, labs, or educational settings assisting teachers
Employer & Industry UsageSchools, tutoring centers, educational programsPrimary and secondary schools, colleges, universities
Common Search & Comparison IntentUnderstanding roles assisting in learning environmentsAssisting teachers in classroom management and instruction

Learning Lab Assistants focus on supporting students in learning labs or tutoring centers, often providing one-on-one or small group assistance. Teaching Assistants typically work directly in classrooms, helping teachers manage lessons and student activities. While both roles support education, Learning Lab Assistants usually operate in dedicated learning support settings, whereas Teaching Assistants are embedded within classroom environments.

Can you get a learning lab assistant job with no experience?

Learning lab assistant positions often do not require prior experience, as they typically involve training on specific tasks and tools. Employers may look for qualities such as good communication skills, a willingness to learn, and basic computer literacy. Having relevant coursework or a strong interest in education can also be beneficial.

How do I become a learning lab assistant?

To become a learning lab assistant, candidates typically need a high school diploma or equivalent and strong organizational and communication skills. Relevant experience in education, tutoring, or technology can be beneficial, and some positions may require training on specific tools or software used in the lab environment.

Is it hard to become a learning lab assistant?

Becoming a learning lab assistant typically requires basic qualifications such as a high school diploma or equivalent, and sometimes prior experience working with students or in educational settings. The application process may involve interviews and demonstrating communication and organizational skills, but it generally does not require extensive training or certifications. The difficulty varies depending on the specific institution and its requirements.

What qualifications do I need to be a learning lab assistant?

To become a learning lab assistant, candidates typically need a high school diploma or equivalent. Relevant skills include basic computer proficiency, strong communication, and organizational abilities; some positions may require familiarity with educational software or tools. Additional certifications are not usually required but can be advantageous.

What cities near Carlsbad, CA are hiring for Learning Lab Assistant jobs?

Cities near Carlsbad, CA with the most Learning Lab Assistant job openings:

Learning Lab Assistant jobs near you

Faculty, Full-time - Occupational Therapy

University of St. Augustine for Health Sciences

San Marcos, CA • On-site

Full-time

Re-posted 11 days ago

Key responsibilities

  • Provides clinically-focused learning opportunities for students through face-to-face, blended, and online methods.

  • Oversees final program projects and provides academic advising to students.

  • Participates in curriculum improvement, committee service, and professional advocacy activities.

Job description

The mission of the University of St. Augustine for Health Sciences is the development of professional health care practitioners through innovation, individualized, and quality classroom, clinical, and distance education.
GENERAL SUMMARY
A core faculty member at the University of St. Augustine for Health Sciences (USAHS) provides engaging clinically-focused learning opportunities for students in the health science professions, through face-to-face, blended, and online delivery methods. The faculty member is responsible for academic advising and overseeing final program projects. They provide service to the University through committee, curriculum improvement, and advocacy for the profession. The faculty are scholars, being involved in building and integrating knowledge for advancement of the profession and the University.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Teaching: provides student-centered learning through best practice teaching activities
  • Optimizes class/lab/online environment that is conducive to student learning by developing creative, challenging and evidence-based learning opportunities
  • Uses learning assessment information to improve teaching and curriculum; participates in quality improvement initiatives to meet program and institutional goals
  • Provides current, organized, error free instructional materials
  • Maintains all components of the learning environment including online course portal management

Scholarship: actively engages in scholarship to advance knowledge
  • Establishes and implements an approved scholarship plan/faculty development plan as required by accreditation and university standards
  • Stays current with clinical practice and evidence that support content area expertise and professional growth
  • Disseminates scholarly work consistent with University policies and accreditation expectations

Service: supports shared governance and promoting one's profession
  • Serves on programmatic and university committees as assigned
  • Actively participates in his/her professional association
  • Serves as university liaison in community and/or professional activities
  • Uses release time that enhances the program (e.g. - clinical practice, consultation, advanced degree, research, service) as approved by the program director
  • Participates in university governance, curriculum planning, and functions to support development and growth of the institution

Administration: supports efficient and consistent practices across all programs
  • Performs course coordinator and lead instructor roles as assigned; works collaboratively with members of the team
  • Advises students on academic, professional and/or personal issues while providing referrals when appropriate
  • Provides other administrative duties as assigned
  • Completes annual self-evaluation of faculty performance and sets goals for the next year in collaboration with the program director; is actively engaged in faculty development opportunities to meet performance goals

Professionalism: displays the behaviors of a professional academician and follows expected discipline specific Code of Ethics
  • Promotes professionalism by modeling and encouraging such behaviors inside and outside the classroom setting
  • Supports and exemplifies the University's core values
  • Actively engages in interprofessional collaboration activities
  • Upholds and enforces student and faculty handbook policies and University policies/procedures

OTHER DUTIES AND RESPONSIBILITIES
Other responsibilities as assigned by the Academic Program Director
POSITION IN ORGANIZATION
Reports to: Academic Program Director/Assistant Academic Program Director
Positions Supervised: Contributing Faculty, Lab Assistants when assigned to courses
TECHNICAL, MANAGERIAL & PEOPLE SKILLS REQUIRED
To perform this job successfully an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Incumbents will be evaluated, in part, based on performance of each essential function. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
EDUCATION
Occupational Therapy Program
  • Full-time core faculty teaching in OTD programs must hold a post-professional doctoral degree awarded by a USDE-recognized regional accrediting body. The doctoral degree is not limited to a doctorate in occupational therapy

EDUCATION and/or EXPERIENCE
  • Experience with distance learning preferred.
  • Experience with course development, innovation and course management.
  • A minimum of 5 years of clinical experience in the area of course content required.
  • Demonstrated scholarly activity including peer-reviewed publications and/or presentations.

LICENSURE and/or CERTIFICATION
Faculty Members must be appropriately credentialed, possess an earned degree from an accredited institution or recognized by a country's ministry of education in the discipline being taught, and be licensed or license-eligible in order to teach in specific programs.
TRAVEL
Some travel may be requested up to 20% of the time
BUSINESS COMPETENCIES
To perform the job successfully, an individual should demonstrate the following competencies:
  • Committed to Mission and Values - Has a clear understanding of institution's mission and values. Has a passion for facilitating learning and for enabling students to navigate their own learning journey.
  • Contribute Knowledge to the Discipline - Compelled by the opportunity to contribute through research, scholarship professional practice or creativity.
  • Accountable -Takes personal responsibility for own goals and outcomes to ensure student success. Establishes clear expectations, follows through on commitments to students and holds them accountable for assignments and performance
  • Collaborative - Works cooperatively with others across the institution and beyond, including the community and through partnerships. Represents own interests while being inclusive and fair to others.
  • Communicates Effectively - Adapts oral and written communication approach and style to the audience and based on the message. Also listens attentively to others.
  • Drives Engagement - Makes students feel welcome, understood and valued. Creates a learning environment that is compelling, challenging and productive.
  • Academic Discipline Expertise - Has sufficient credentials, industry expertise and/or experience in the discipline to teach according to the standards and qualifications required.
  • Education Design - Designs learning experiences closely linked to learning outcomes including lesson planning, design of project, work integrated, group learning experiences, or interactive learning objects. Has depth of expertise in pedagogy, andragogy and overall learning effectiveness.
  • Teaching Delivery/Learning Facilitation Skills - Manages small, large, blended, hybrid and/or online classrooms, monitoring and ensuring participation, managing one's own and student's time and attention effectively.

WORK ENVIRONMENT
Work is performed primarily in a standard office environment but may involve exposure to moderate noise levels. Work involves operation of personal computer equipment for six to eight hours daily and includes physical demands associated with a traditional office setting, e.g., walking, standing, communicating, and other physical functions as necessary.
Hiring Ranges (San Marcos):
  • Affiliated/Instructor rank: $70,304 - $118,111
  • Assistant Professor rank: $80,850 - $135,764
  • Associate Professor rank: $92,977 - $156,130
  • Professor rank: $104,616 - $179,549

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