Collaborators in Teaching and Learning: Undergraduate Teaching Assistants in the Classroom

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.