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dc.contributor.authorSaktheeswaran, Ayshwaryaen_US
dc.date.accessioned2016-08-04T08:00:18Z
dc.date.available2016-08-04T08:00:18Z
dc.date.issued2016-08-03en_US
dc.identifier.othervt_gsexam:8681en_US
dc.identifier.urihttp://hdl.handle.net/10919/71895
dc.description.abstractThe department of computer science, across many schools in the US, have been seeing a constant increase in enrollments over the last decade. This particularly impacts class sizes of introductory courses, as they are usually listed as required prerequisites courses. The students in these courses typically have very little or zero prior experience with programming. In such course settings, it is not an exaggeration to state that most students in these courses spend more one-on-one time with the course teaching assistants than they do with their course instructors. This implies that the kind of individual attention provided by the TAs of such courses to their students has a very high impact on the students' learning and the quality of the TAs would greatly impact the quality of the course and directly or indirectly also impact the student retention rate and their interest in computer science for their academic/industry careers. We wanted to take a closer look at what it is that these TAs do, and how they do it. We observed TAs from two introductory courses for almost about two semesters, and conducted a focus group meeting each with TAs and students enrolled in these course. We found that the TAs felt responsible for instilling an interest in computer science in the students, apart from helping them to learn by themselves. We also found that the students see teaching assistants as a very valuable resource, when it comes to actually applying the concepts that they learn in lecture. Our findings tells us that there is a gap between what the TAs think they need to give as help to the students and what the students tend to expect from their TAs. We also discuss the implications of our findings and possible future work.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectComputer Science Teaching Assistantsen_US
dc.subjectIntroductory programming courseen_US
dc.titleThe Role of Teaching Assistants in Introductory Programming Coursesen_US
dc.typeThesisen_US
dc.contributor.departmentComputer Scienceen_US
dc.description.degreeMSen_US
thesis.degree.nameMSen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineComputer Science and Applicationsen_US
dc.contributor.committeechairHarrison, Steven R.en_US
dc.contributor.committeememberEdwards, Stephen Hen_US
dc.contributor.committeememberTatar, Deborah Gailen_US


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