Teaching Assistants’ Experiences of Lab Sessions in Introductory Computer Science Courses

Abstract

This Research Work in Progress paper presents a study on how teaching assistants (TAs) in introductory computer science courses experience their roles and responsibilities in programming lab sessions. Eight semi-structured interviews were performed with TAs who worked in different introductory computer science courses at a technical university in Sweden. The interviews were recorded, transcribed and analyzed using thematic analysis. Four main themes were identified: uncertainty with assessing, lack of training and instructions, communication and students in focus. The most important finding is that TAs, even those with long experience of teaching, experienced uncertainties with the assessment of the assignments. Typically, the guidelines given to the TAs only included the functionalities of the program, but the TAs express that they also assessed whether the students understood the concepts and how their code worked. Noteworthily, the TAs had been offered none or little formal training and instead relied on informal mentorships and own experiences. Furthermore, the course structure and communication channels were also described as areas that could be improved. The TAs did, however, try to assist all their students, and tutor and support them from the best of their abilities.