Through the looking glass: reflections on using undergraduate teaching assistants in CS1
Through the looking glass: reflections on using undergraduate teaching assistants in CS1
复制标题
透过镜子：CS1本科生助教使用的思考
DOI：
--
复制
发表时间：
2006
期刊：
影响因子：
--
通讯作者：
Christopher A. Egert
中科院分区：
文献类型：
--
作者：
Adrienne Decker;P. Ventura;Christopher A. Egert
在过去的几年里，有报道称许多机构在CS1和其他课程的课堂上使用本科生作为助教（UTAs）。文献显示了在广泛的班级规模和UTA责任范围内的成功。在布法罗大学，自2002年春季以来，我们一直在使用本科生作为CS1课程的助教，结果令人印象深刻。在整个UTA项目的部署过程中，CS1的教师观察到，当UTA在课堂上使用时，学生和UTA本身都从他们的互动中受益。uta也积极参与提供有关课程设计的反馈，并对作业和课堂实例提出改进建议。他们还参与了招聘新uta的过程，以取代那些即将毕业的uta。我们观察到，这种互动改善了uta在CS1课程中的投资和所有权意识。
Over the last several years, there have been reports of many institutions using undergraduate students as teaching assistants (UTAs) in the classroom for CS1 as well as other courses in the curriculum. The literature has shown successes over a wide range of class sizes and UTA responsibilities. At University at Buffalo, we have been using undergraduates as teaching assistants in our CS1 course since Spring 2002, and have been impressed with the results. Throughout the deployment of the UTA program, the instructors of CS1 have observed that when UTAs are utilized in the classroom, both the students and the UTAs themselves benefit from their interactions. The UTAs have also become actively involved in providing feedback about the course design and have been suggesting improvements to assignments and in-class examples. They have also been involved in the process to hire new UTAs to replace those that are graduating. We have observed that such interactions have improved the UTAs sense of investment and ownership in the CS1 course.