An Assessment of Undergraduate Teaching Assistant Programs: Implementation, Benefits, and Recommendations

Primary Faculty Mentor’s Name

Dr. Clay Morton

Proposal Track

Student

Session Format

Paper Presentation

Abstract

This presentation will examine the implementation of a teaching assistant program for undergraduate students at a small university in the southeastern United States. In January 2015, two upper-level psychology students were selected to assist two faculty members with the department’s first ninety-seat introductory courses, one in psychology and one in sociology. Student assistants were responsible for attending each class period, grading homework and other non-exam assignments every week, and teaching a minimum of one lecture late in the semester. These individuals also held office hours twice per week and offered study sessions as needed. The two faculty members lectured according to their usual methods with the assistants on hand to help with roll-calling, technology, handouts, and other supplementary materials for the course. In order to prevent any student privacy issues with regards to grades, the student assistants saved grades as drafts in the online assignment submission system, and the faculty member for that course reviewed the grades and made any necessary changes before publishing them. As a final assignment for the course, student assistants were required to write a teaching philosophy which reflected upon their experiences and expressed their personal objectives for teaching and the procedures through which they expected to attain those goals. Upon completion of all coursework, student assistants were awarded honors course credit for a 4000-level senior project. This presentation will also discuss the numerous benefits of the program to faculty members, students enrolled in the introductory courses, and student assistants, as well as the addition of similar programs to other departments at the university. The researcher will present the currently available data on student, faculty, and assistant perceptions of the program’s operations during its first two semesters and will recommend alterations to the program in order to make it more efficient and effective for all those involved.

Keywords

Higher Education

Award Consideration

1

Location

Room 1909

Presentation Year

2015

Start Date

11-7-2015 1:00 PM

End Date

11-7-2015 2:00 PM

Publication Type and Release Option

Presentation (Open Access)

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Nov 7th, 1:00 PM Nov 7th, 2:00 PM

An Assessment of Undergraduate Teaching Assistant Programs: Implementation, Benefits, and Recommendations

Room 1909

This presentation will examine the implementation of a teaching assistant program for undergraduate students at a small university in the southeastern United States. In January 2015, two upper-level psychology students were selected to assist two faculty members with the department’s first ninety-seat introductory courses, one in psychology and one in sociology. Student assistants were responsible for attending each class period, grading homework and other non-exam assignments every week, and teaching a minimum of one lecture late in the semester. These individuals also held office hours twice per week and offered study sessions as needed. The two faculty members lectured according to their usual methods with the assistants on hand to help with roll-calling, technology, handouts, and other supplementary materials for the course. In order to prevent any student privacy issues with regards to grades, the student assistants saved grades as drafts in the online assignment submission system, and the faculty member for that course reviewed the grades and made any necessary changes before publishing them. As a final assignment for the course, student assistants were required to write a teaching philosophy which reflected upon their experiences and expressed their personal objectives for teaching and the procedures through which they expected to attain those goals. Upon completion of all coursework, student assistants were awarded honors course credit for a 4000-level senior project. This presentation will also discuss the numerous benefits of the program to faculty members, students enrolled in the introductory courses, and student assistants, as well as the addition of similar programs to other departments at the university. The researcher will present the currently available data on student, faculty, and assistant perceptions of the program’s operations during its first two semesters and will recommend alterations to the program in order to make it more efficient and effective for all those involved.