Mohandas, L., & Mentzer, N., & Jaiswal, A., & Farrington, S. (2020, June), Effectiveness of Undergraduate Teaching Assistants in a First-Year Design Course  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34503

\bibitem{asee_peer_34503}
  Mohandas, L., \& Mentzer, N., \& Jaiswal, A., \& Farrington, S. (2020, June), \emph{Effectiveness of Undergraduate Teaching Assistants in a First-Year Design Course}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34503

Lakshmy Mohandas, Nathan Mentzer, Aparajita Jaiswal, and Shawn Farrington.  "Effectiveness of Undergraduate Teaching Assistants in a First-Year Design Course".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34503 Internet.  13 Sep, 2024

\bibitem{asee_peer_34503}
  Lakshmy Mohandas, Nathan Mentzer, Aparajita Jaiswal, and Shawn Farrington.
  "Effectiveness of Undergraduate Teaching Assistants in a First-Year Design Course".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34503 Internet.  13 Sep, 2024

@INPROCEEDINGS{asee_peer_34503
author = "Lakshmy Mohandas, Nathan Mentzer, Aparajita Jaiswal, and Shawn Farrington"
title = "Effectiveness of Undergraduate Teaching Assistants in a First-Year Design Course"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34503}
number = {10.18260/1-2--34503}
}

TY  - CPAPER
AB  - This complete research paper focuses on the effectiveness of Undergraduate Teaching Assistants (UGTAs) in a first-year college level design course. Engaging undergraduate students as undergraduate teaching assistants is a common practice in higher education. In a freshman level design course where creativity and open-ended problems are posed to students, we notice that our UGTAs are appreciated by students (from end of semester survey) and have positive interactions. We also notice that some UGTAs seem to be higher performing than others. In order to hire and develop high quality UGTAs, this study investigated undergraduate students’ perspectives of what makes a highly effective UGTA. Through our study, we measured the impact of undergraduate teaching assistants (UGTAs) in the classroom using a survey and investigated what key strategies undergraduate teaching assistants use to impact the student experience using focus group data. The study followed a sequential explanatory mixed method format in which UGTAs teaching quality survey results were analyzed to find whether the UGTAs were valuable co-teachers in class. Qualitative data were collected in the form of in-depth focus group interviews to identify what made the students appreciate and value UGTA in class and what does it look like to be effective in class. Quantitative data suggest that UGTAs are highly effective although student perception varies across students of the same UGTA and across sections. Qualitative data suggest four themes of highly effective UGTAs: they are easy to interact with, they are qualified, they immerse themselves within the work of their peers and they are overtly collegial with the instructor of the course. 
AU  - Lakshmy Mohandas
AU  - Nathan Mentzer
AU  - Aparajita Jaiswal
AU  - Shawn Farrington
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Effectiveness of Undergraduate Teaching Assistants in a First-Year Design Course
UR  - https://peer.asee.org/34503
DO  - 10.18260/1-2--34503
ER  -