Lyra Hilliard
Writer. Teacher. Instigator.
Working Bibliography of UTA Resources
Below is a collection of peer-reviewed articles regarding Undergraduate Teaching Assistants (UTAs) in the classroom. Articles are arranged in descending order by year of publication and, where possible, include links for their retrieval.
Title: Articulating Learning Objectives for an Undergraduate Teaching Assistant Program: Merging Teaching Practicum, Leadership Seminar, and Service Learning
Author: Murray, Jeffrey W.
Publication: Journal of the Scholarship of Teaching and Learning
Date: 2015
Abstract: Since its inception in 2009, the Undergraduate Teaching Assistant Program (in the Department of Focused Inquiry at Virginia Commonwealth University) has evolved and expanded into an amalgamation of three distinct but overlapping elements: (i) teaching practicum, (ii) leadership seminar, and (iii ) service learning experience. But only recently have we begun to fully and systematically itemize and map the precise learning objectives of the program. This task is particularly important, and particularly challenging, as the program merges learning objectives typically associated with each of the aforementioned elements. This essay seeks to more fully and more systematically articulate the precise learning objectives of this pro gram, first by collating the observations and best practices of faculty who participate in the program into a list of seven skill sets and twenty-one subordinate classroom activities and modes of engagement, second by wedding those results with the “ABC” framework of experiential learning discussed by Carver (1996), and third by further mapping specific learning objectives within that framework through a process of triangulation. It is hoped that this process can be deployed in any similar undergraduate tea ching assistant or peer mentoring program in order to reveal the interconnections among various programmatic elements and particular learning objectives.
DOI: 10.14434/josotl.v15i6.19099
Title: Teaching with Instructional Assistants: Enhancing Student Learning in Online Classes
Authors: Bourelle, Tiffany, Andrew Bourelle, and Sherry Rankins-Robertson
Publication: Computers and Composition
Date: 2015
Abstract: This article details a pilot project incorporating instructional assistants (IAs), or upper-level undergraduate writing tutors, embedded in the courses of an online writing program at a large land-grant university. The curriculum, called the Writers’ Studio, focused on heavy process and portfolio assessment. Students were asked to create multimodal projects for public audiences in an effort to prepare them to participate as literate citizens beyond higher education. As a result of the multimodal emphasis and process-centered curriculum, the students needed additional instructional support to successfully demonstrate understanding of the learning outcomes for the course. Recognizing that digital writing environments can increase workload, the instructional team had to reconsider ways to manage the instructors’ and students’ needs. The answer was the incorporation of undergraduate teaching assistants, or instructional assistants. In online classes where students write several drafts for each project, instructor feedback on multiple drafts was simply not possible with the number of students assigned to the teacher, no matter how she managed her time. The use of IAs provided what instructors could not: a chance for students to receive feedback on their writing throughout the actual process of writing. Although students still maintained interaction with the instructors, the IAs gave them additional individualized attention. In this article, we provide an in-depth look at the pilot project, including a detailed description of our IA training practices, as well as comments from students about the benefit of the instructional assistants.
DOI: 10.1016/j.compcom.2015.06.007
Title: Enhancing Student Learning of Research Methods through the Use of Undergraduate Teaching Assistants
Authors: Crowe, Jessica, Ryan Ceresola, and Tony Silva
Publication: Assessment & Evaluation in Higher Education
Date: 2014
Abstract: By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants, over two semesters. Results indicate that having undergraduate teaching assistants in the classroom can result in higher student performance. Students in the sections with undergraduate teaching assistants earned higher grades, were more likely to pass the course with a C or higher and performed better on half of the student learning outcomes than students in the sections without an undergraduate teaching assistant. Based on the overwhelmingly positive results on student learning, we would recommend the active use of undergraduate teaching assistants in the classroom, but especially for courses that students find challenging.
DOI: 10.1080/02602938.2013.871222
Title: An Exploration of the Characteristics of Effective Undergraduate Peer-Mentoring Relationships
Authors: Douglass, April G., Dennie L. Smith, and Lana J. Smith
Publication: Mentoring & Tutoring: Partnership in Learning
Date: 2013
Abstract: In this article, we explored the effectiveness of peer mentoring of undergraduate education students enrolled in core curriculum, writing-intensive courses. The context for our study was the use of peer mentors in undergraduate education writing-intensive courses. Peer mentors who had previously taken the courses were selected and trained as undergraduate peer mentors to work to facilitate students’ learning and achievement with required writing assignments. Survey rankings of important characteristics of mentors identified in previous research were examined to determine the commonality of perceptions of mentors and students of the importance of these characteristics in the mentoring relationship. The findings should be useful in the selection of mentors and implementation of other peer mentoring programs.
Title: Student Perceptions of Undergraduate Teaching Assistants
Authors: Filz, Tonya and Regan A. R. Gurung
Publication: Teaching of Psychology
Date: 2013
Abstract: As class sizes increase due to stagnating budgets, and as colleges and universities around the nation increase enrollment, more faculty (especially those without graduate students) are turning to undergraduate teaching assistants (UTA) to meet the increasing demands on academia. We surveyed 142 students enrolled in courses that utilized UTAs to discover what UTA characteristics played the most significant role in student perceptions of UTA helpfulness, accessibility, and perceived qualifications. We found a significant relationship between UTA teaching characteristics and these three main target variables. We recommend ideal UTA characteristics as well as propose a method for designing and implementing training programs for UTAs. (Contains 2 tables.)
DOI: 10.1177/0098628312465864
Title: Undergraduate Teaching Assistants: A Learner-Centered Model for Enhancing Student Engagement in the First-Year Experience
Author: Gordon, Jessica
Publication: International Journal of Teaching and Learning in Higher Education
Date: 2013
Abstract: In this paper, we provide an in-depth view of the Undergraduate Teaching Assistant (UTA) program at Virginia Commonwealth University as a potential model for other large research universities who might wish to implement similar learner-centered initiatives in their first-year experience courses. Unlike graduate teaching assistants, whose primary objective in the classroom is to assist the professor, the UTAs assist the students by facilitating student engagement, offering peer-to-peer assistance, and modeling successful academic practices. The UTA program, founded in 2008, is integrated through all levels of VCU's University College. This paper explores the benefits offered to all stakeholders: faculty, students, and undergraduate teaching assistants.
Title: Integrating Technology into Peer Leader Responsibilities
Author: Johnson, Melissa L.
Publication: New Directions for Higher Education
Date: 2012
Abstract: This chapter focuses on the emerging role of technology as part of peer leader positions on college campuses and describes how peer leaders can apply technological skills to their formal and informal job responsibilities.
DOI: 10.1002/he.20006
Title: A Survey of Graduate and Undergraduate Teaching Assistants
Authors: Weidert, Janet M. et al.
Publication: College Teaching
Date: 2012
Abstract: This study explores the responsibilities and benefits of serving as a teaching assistant (TA). Seventy participants from different parts of the United States, who had either been an undergraduate TA (UTA), graduate TA (GTA), or both (UTA/GTA), completed an online survey. Self-report results suggest that the perceived benefits of the UTA experience are high, that UTAs who were asked to complete formal self-reflections were more likely to be GTAs, and that having increased UTA responsibilities are associated with more satisfaction, enjoyment, and perceived benefits. We also found that UTA/GTAs rated themselves as using humor and an engaging teaching style significantly more often than those TAs that were GTAs only.
DOI: 10.1080/87567555.2011.637250
Title: Teacher and Student Perspectives on a Blended Learning Intensive English Program Writing Course
Author: Larson, Lars J. E.
Publication: Part of the Graduate Theses and Dissertations of Iowa State University
Date: 2012
Abstract: The use of Blended Learning (BL) in higher education has increased significantly during the past decade. This dissertation investigates the use of BL with the ESL writing student in an intensive English program. The purpose was to investigate how to prepare ESL teachers to create a productive BL environment for their ESL writing students. This includes an investigation of how to best train the teachers in BL pedagogy and online teaching technology and a measure of the students’ perceptions to the BL environment with respect to its productiveness. Finally, the study sought to discover how students experienced the teacher’s practice and behavior and the extent to which these factors affected student perceptions of the course and the BL environment in general.
Full Text: http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=3382&context=etd
Title: Developing Peer Mentoring through Evaluation
Authors: Hall, Ralph and Zarni Jaugietis
Publication: Innovative Higher Education
Date: 2011
Abstract: Peer mentoring programs are an important component in the strategy to enhance the first year undergraduate experience. The operation of these programs needs to be informed by evidence as to their effectiveness. In this article we report on a six-year study of the development of a peer mentoring program in which feedback is used to improve program implementation. Evidence from surveys of participants in the program shows that this process has significantly enhanced their experiences and that the effects of these benefits have increased throughout the life of the program. Moreover, participation in the program enhanced the leadership, communication, and organizational skills of the peer mentors.
DOI: 10.1007/s10755-010-9156-6
Title: Peer Educators in Classroom Settings: Effective Academic Partners
Author: Owen, Julie E.
Publication: New Directions in Student Services
Date: 2011
Abstract: The author explores the pedagogical benefits and challenges of using peer educators in the classroom, suggests appropriate supports for peer educators in academic environments, and examines innovative uses of peer undergraduate teaching assistants at diverse institutions across the country.
DOI: 10.1002/ss.384
Title: Training Undergraduate Teaching Assistants in a Peer Mentor Course
Authors: Sana, Faria, Matthew V. Pachai, and Joseph A. Kim
Publication: Transformative Dialogues: Teaching and Learning Journal
Date: 2011
Abstract: Undergraduate teaching assistants (TAs) can play a pivotal role in university education. In many large enrollment Introductory Psychology (IntroPsych) courses, these TAs may lead small group tutorials and provide a regular point of student contact. In this important role, formal training provides guidance and support for effective teaching. To this end, we implemented a peer mentor course which introduced pedagogically based teaching principles taken concurrently with a new TA’s first semester of tutoring. Teaching effectiveness and course satisfaction were measured using end-of-term evaluations from the students enrolled in the IntroPsych course. Across various measures, results indicated that TAs enrolled in the training course received higher ratings than those TAs who were not enrolled. These findings, congruous with previous studies demonstrating the effectiveness of formal training, suggest that the promotion of scholarship of teaching and learning improves the quality of small group tutorial experience for students and TAs.
Link in Lyra’s Diigo Library: https://www.diigo.com/list/lyrahill/UTAs/3qt1ldpus
Title: Using Undergraduate Teaching Assistants in a Small College Environment
Author: Dickson, Paul E.
Publication: SIGCSE '11 Proceedings of the 42nd ACM technical symposium on Computer science education
Date: 2011
Abstract: The use of undergraduate teaching assistants in computer science courses is not new but is primarily thought of as a way to help with large classes in universities and rarely for small classes in small colleges. In this paper we discuss the success we have had over the past 2 years using undergraduate students as teaching assistants for a number of small computer science classes. Our experience has shown that having undergraduates as teaching assistants helps to engage students with the material, creates a more relaxed classroom environment in which students feel more free to ask questions, improves the effectiveness of class time, and improves class quality. We believe that our experiences using undergraduate teaching assistants can be beneficial not only to small colleges but also to large universities.
DOI: 10.1145/1953163.1953187
Title: The Role of the Undergraduate Student in Teaching and Learning Biology
Author: Hufford, Terry L.
Publication: Atlas Journal of Science Education
Date: 2010
Abstract: The possible roles of the undergraduate student as instructor and colleague in the teaching of undergraduate biology are discussed. These roles include Laboratory UTA, peer instructor, collaborative group facilitator, tutor, learning facilitator, and associate in learning and teaching. The latter role involves the undergraduate student in course development and design.
DOI: 10.5147/ajse.2011.0033
Title: Undergraduate Teaching Assistantships: Good Practices
Author: Roderick, Carol
Publication: MountainRise, the International Journal of the Scholarship of Teaching and Learning
Date: 2009
Abstract: This article presents research aimed at developing an understanding of good practices associated with the use of undergraduate teaching assistants and at assessing performance at Renaissance College, University of New Brunswick relative to these good practices. Through a review of the relevant literature and qualitative interviews with undergraduate teaching assistants and faculty members at the College , seven good practices emerged. Results from this study can inform teaching and learning by providing a foundation for faculty members at the College and in other contexts to reflect upon their experience
Title: Integrating Undergraduate Peer Mentors into Liberal Arts Courses: A Pilot Study
Author: Smith, Tania
Publication: Innovations in Higher Education
Date: 2008
Abstract: This article presents research and narratives on the integration of course-based peer learning assistants into seven courses. A new curricular peer mentoring program was piloted in the 2005–2006 academic year in an interdisciplinary liberal arts college at a large Canadian research university. Undergraduate students enrolled in a practicum course which supported their learning while they collaborated with the “host instructor” of the course in which they served as peer mentor. Assistants’ roles varied and included individual tutoring, help via email, online discussion facilitation, small group facilitation, in-class presentation and discussion facilitation, and extracurricular study groups. Their integration into scheduled class activities resulted in participating students’ perception of enhanced learning. Data included peer mentors’ assignments, host instructor feedback, and student surveys.
Title: Working With and Training Undergraduates as Teaching Assistants
Authors: Hogan, Thomas P. et al.
Publication: Teaching of Psychology
Date: 2007
Abstract: We describe a program for involving undergraduate teaching assistants (UTAs) in many types of psychology courses, as well as a 1-credit seminar for preparation of UTAs. The program, widely used by both faculty and students, has matured over a 10-year period. The seminar covers such topics as course organization, evaluation procedures, and videotaping a class presentation. UTAs sign a contract that includes ethical challenges they may encounter. We outline the potential benefits of the program for the UTAs, fellow students, the faculty, and the institution.
DOI: 10.1080/00986280701498608
Title: Undergraduate Teaching Assistants: The Relationship between Credibility and Learning in the Basic Communication Course
Author: Cook, Jeff S.
Publication: Paper presented at the Annual Meeting of the National Communication Association
Date: 2002
Abstract: The purpose of this study was to investigate undergraduate teaching assistant (UTA) competence and character and its relationship to learning in the basic communication classroom. Also of interest were the specific UTA communicator behaviors that increase or decrease student perceptions of competence and character. Students responded to a survey which asked them to rate (1) either their UTA's or a university faculty's credibility; (2) their own learning, and (3) describe behaviors that contributed positively and negatively to their teacher's credibility. On the whole, results from this study indicate students perceive UTAs as credible, and UTA credibility is strongly related to student learning. Qualitative analysis revealed UTA communication behaviors that contribute to and detracted from their credibility. Interestingly, UTA scores for credibility were slightly higher than university faculty scores for credibility. Implications for UTAs and UTA training and recruitment are discussed. Contains 21 references. Two tables of data are appended. (Author/RS)
Link in Lyra’s Diigo Library: https://www.diigo.com/list/lyrahill/UTAs/3qt1ldpus
Title: Collaborators in Teaching and Learning: Undergraduate Teaching Assistants in the Classroom
Authors: Fingerson, Laura and Aaron B. Culley
Publication: Teaching Sociology
Date: 2001
Abstract: Critics of traditional approaches to college education call for a greater emphasis on student learning in the classroom and for giving students a more active role in their own learning. Advocates of the learning paradigm offer many general suggestions about how to reform college instruction. One practice, not previously studied sociologically or pedagogically, that can promote these goals is the use of Undergraduate Teaching Assistants (UTAs). We conducted in-depth and written interviews of UTAs and faculty members/instructors who work with UTAs and administered questionnaires to students in classes utilizing UTAs. We find benefits for all three groups consistent with the goals of the Learning Paradigm. We believe that UTAs can be used to promote active learning by students and instructors in the classroom and offer specific recommendations toward this end.
Stable URL: http://www.jstor.org/stable/1319189
Title: Implementing New Pedagogical Models: Using Undergraduate Teaching Assistants in a Violence and Gender Learning Community
Authors: Eby, Kimberly K. and Paula Ruth Gilbert
Publication: Innovative Higher Education
Date: 2000
Abstract: This article describes the use of undergraduate teaching assistants in a Violence and Gender learning community. After an introduction to the learning community structure and content, we describe the rationale for exploring this innovative pedagogical model. We present our strategies for recruiting, selecting, and preparing the undergraduate teaching assistants for this experience and illustrate how we collaborated as a teaching team. Finally, we present an evaluation of this model, using the teaching assistants' reflections on this experience, a survey of and interviews with students enrolled in the learning community, and our own assessment of this experience.
DOI: 10.1023/A:1007576923195
Title: Developing an Undergraduate Teaching Assistant Program in Communication: Values, Curriculum, and Preliminary Assessment
Author: Socha, Thomas J.
Publication: Journal of the Association for Communication Administration
Date: 1999
Abstract: Describes a case study of a Communication Undergraduate Teaching Assistant (UTA) program and reports a limited, preliminary assessment of the teaching effectiveness of 25 UTAs. Concludes by identifying various benefits and drawbacks of such programs and offers recommendations for departments interested in developing similar programs.
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Title: Using Undergraduate Teaching Assistants in a Research Methodology Course
Author: McKeegan, Patricia
Publication: Teaching of Psychology
Date: 1998
Abstract: Describes an undergraduate teaching assistant (TA) program in which the undergraduates engage in the complementary activities of course preparation, course instruction, and one-on-one tutorial assistance. Both students enrolled in an introductory methodology course and the undergraduates serving as TAs indicated that they viewed the experience positively.
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Title: Enlarging the Role of the Undergraduate Teaching Assistant
Authors: Mendenhall, Mark and Wesley R. Burr
Publication: Teaching of Psychology
Date: 1984
Abstract: Undergraduate psychology teaching assistants were given increased responsibilities by having them teach weekly lab classes. The assistants conducted a weekly seminar for instruction in group facilitating skills and held office hours for students. Both the assistants and their students rated the experiment as highly successful. (CS)
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Title: Institution-Wide Use of Undergraduate Teaching Assistants
Authors: Jabker, Eugene H. and Stanley G. Rives
Publication: Alternative Higher Education
Date: 1977
Abstract: In 1973 Illinois State University initiated a campus-wide program in which junior and senior undergraduate students were selected to assist faculty teaching freshman-sophomore courses. The success of this Undergraduate Teaching Assistant (UTA) program is described.
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