1. Measuring the Impact of Utilizing Undergraduate Teaching Assistants in the Classroom on Student Success in a First-Year Engineering Course Poria Dorali1 and Daniel W. Burleson, PhD2   Cullen College of Engineering – University of Houston 4722 Calhoun Road, Houston, Texas, 77204, United States &
Abstract
The utilization of undergraduate teaching assistants (UTAs) is a unique aspect of the first-year engineering (FYE) program at the University of Houston. When specifically looking at the class ENGI 1331, there is a statistically significant increase in how students perceive TA quality as opposed to previous iterations of the course. Current UTA models involve matching students with UTAs in small groups based on gender and major. A mixed-method approach was taken to evaluate the benefits of this matching method. Our results indicate a statistical increase in how students perceive UTA caring when they are not of the same gender as their UTA.
1. Introduction
Since Fall 2016, FYE courses in have been consolidated for all first-year engineering students as opposed to courses for each department. One main difference between these courses is the sole utilization of UTAs instead of graduate TAs. This study specifically looked at the course ENGI 1331: Computing and Problem Solving for Engineers.
2. Methodology
To compare the perceived quality of TAs, Likert-based university survey data was used from spring semesters (Fig. 1, N = 1918). On evaluating the benefits of gender and major matching, Likert-scaled and polar-based questions concerning UTA caring and meaningful feedback were asked and compared within different subsects (Table 1 & 2). On a qualitative basis, word clouds were created based on single-word responses from students describing their UTA (Fig.2, Fig.3, Fig.4). All data that pertains to matching implementation was collected at the ends of the Fall 2016 and Spring 2017 semester and all quantitative analysis was conducted using Mann-Whitney U- Tests.
3. Conclusions & Results
Our results showed a statistically significant increase in how students perceive TAs in the consolidated section. On terms of gender and major matching, while major matching was not a significant factor in either caring or meaningful feedback, non-gender matched students showed a statistically significant increase in how they rated their UTA’s caring for them.
Table 1 Results of Matching Analysis
Testing Group
Question
Z-Value
Result
G-M Vs. Non
TA Caring
-3.26
Significant
Feedback
-1.67
Not Significant
M-M Vs. Non
0.18
-0.34
Note: G-M: Gender Matched, M-M: Major-Matched
Fig. 1 University Survey Data Results
Table 2 Significant Results Breakdown
UTA Caring: Gender-Matched Vs. Non Gender-Matched
Group
Mean
Median
N-Value
Matched
7.36
8.00
473
Unmatched
7.95
277
Fig. 2 Word Cloud for Fall 2016/Spring 2017
Fig. 3 One Word Response Types when Gender-Matched
Fig. 4 One Word Response Types when Not Gender-Matched
Proceedings of the 2018 ASEE Gulf-Southwest Section Annual Conference The University of Texas at Austin
April 4-6, 2018