Measuring the Impact of Undergraduate Teaching Assistants on Student Performance

Authors

  • Michaux E. Dempster Virginia Commonwealth University Author
  • Gregory M. Dempster Hampden-Sydney College Author

Keywords:

learner-centered teaching, peer teaching, teaching assistants

Abstract

This article discusses a study conducted to evaluate the effect of the Virginia Commonwealth University (VCU) University College’s Undergraduate Teaching Assistant (UTA) Program on student performance in first-year core curriculum courses. First, a description and history of the UTA program are provided. Next, the authors describe how quantitative tests were utilized to determine the impact of UTA access on student performance and the channels by which this impact operates. Findings indicate that student performance is impacted positively but indirectly through the program’s effects on student engagement, and that direct impacts may depend on the processes by which UTAs are selected for and utilized within the program by individual instructors. Implications for further study of innovative strategies for engagement, peer mentoring, and learner-centered teaching are also discussed.

Published

2024-04-25