More than Marking: Experiences as Undergraduate Design Teaching Assistants

Wyatt N. MacNevin, Bridget McCloskey, Libby Osgood

Abstract


Incorporating aspects of vertical integration into project based learning through the use of undergraduate design teaching assistants is a
complicated approach in engineering education. From a student's perspective, this paper will address topics of student assessment, qualifications and expectations, issues associated with rubrics, evaluation of fellow students, design subjectivity, and overall recommendations. This experience is valuable to engineering educators as it not only highlights the development of students with undergraduate teaching assistants, but also the development of the teaching assistants themselves. This paper examines the benefits, challenges, and considerations experienced in engineering design courses with undergraduate TA's from the perspective of an undergraduate student – first as a student, and then from a teaching role as a teaching assistant.

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