Enhancing undergraduate engineering education quality through teaching assistants (tutors/demonstrators)

Abstract

Student intake in tertiary education has increased in many countries, along with more teaching assistants (TAs) employed to support student learning. Many TAs have discipline specific knowledge, but lack knowledge and skills relevant to teaching. This paper outlines a project that aimed at enhancing undergraduate engineering education quality in an Australian university, through a teaching development program for TAs. The program development, delivery, possible impact and implications are discussed. Pre- and post-test results of student satisfaction with learning support (received in classes mainly supported by TAs) indicate a significant increase; this is an indirect measure of the intervention's effectiveness.