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

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Title: Enhancing undergraduate engineering education quality through teaching assistants (tutors/demonstrators).
Authors: Santhanam, E.1 elizabeth.santhanam@acu.edu.au, Codner, G.2
Source: Australasian Journal of Engineering Education. 2012, Vol. 18 Issue 1, p15-24. 10p. 2 Diagrams, 3 Charts.
Subjects: Teachers' assistants, Engineering students, Active learning, Tutors & tutoring, Educational quality
Geographic Terms: Australia
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 disciplinespecific 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. [ABSTRACT FROM AUTHOR]
Copyright of Australasian Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
FullText Text:
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DbLabel: Engineering Source
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Enhancing undergraduate engineering education quality through teaching assistants (tutors/demonstrators).
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  Data: <searchLink fieldCode="AR" term="%22Santhanam%2C+E%2E%22">Santhanam, E.</searchLink><relatesTo>1</relatesTo><i> elizabeth.santhanam@acu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Codner%2C+G%2E%22">Codner, G.</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Engineering+Education%22">Australasian Journal of Engineering Education</searchLink>. 2012, Vol. 18 Issue 1, p15-24. 10p. 2 Diagrams, 3 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Teachers'+assistants%22">Teachers' assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br /><searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Label: Abstract
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  Data: Student intake in tertiary education has increased in many countries, along with more teaching assistants (TAs) employed to support student learning. Many TAs have disciplinespecific 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Australasian Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=77413824
RecordInfo BibRecord:
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        Value: 10.7158/D11-132.2012.18.1
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      – Code: eng
        Text: English
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        PageCount: 10
        StartPage: 15
    Subjects:
      – SubjectFull: Teachers' assistants
        Type: general
      – SubjectFull: Engineering students
        Type: general
      – SubjectFull: Active learning
        Type: general
      – SubjectFull: Tutors & tutoring
        Type: general
      – SubjectFull: Educational quality
        Type: general
      – SubjectFull: Australia
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      – TitleFull: Enhancing undergraduate engineering education quality through teaching assistants (tutors/demonstrators).
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              Text: 2012
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