Abstract
Within the Van D. and Barbara B. Fishback Honors College at South Dakota State University (SDSU), undergraduate teaching assistants (TAs) are engaged to mentor small groups of students in our first-year Honors Orientation classes. These near-peer guided small groups simulate the benefits of smaller classes within larger sections and promote relationship building within honors. To assess the value of having teaching assistants in these classes, we surveyed both the students enrolled in Honors Orientation as well as the undergraduate TAs. Students felt that relationships, academic support, and smaller group sizes were benefits of TAs in the classroom. The TAs believed the relationships they formed with other students were the primary benefit to their experience, along with growth in teaching and mentoring skills. These results indicate our teaching assistants are important connections between first-year students and the Fishback Honors College.
Highlights
Small classes are known to increase involvement, academic performance, and satisfaction for students (Donahue, 2004)
The Honors Orientation course for first-year students at South Dakota State University (SDSU) is designed as an introduction to the Fishback Honors College student experience
First-year students who enroll in the class are organized into small groups of about ten students led by one teaching assistants (TAs)
Summary
Small classes are known to increase involvement, academic performance, and satisfaction for students (Donahue, 2004). The incorporation of undergraduate teaching assistants (TAs) into the honors classroom brings value for both the students enrolled in the course as well as the TAs. Smaller class sizes are undeniably better for student learning and experience (Beattie & Thiele, 2016). The integration of TAs mitigates some of the limitations of large class sections by mentoring students through the transition to college and facilitating community building in the course.
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