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Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format

Journal Article


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Abstract


  • Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.

Publication Date


  • 2017

Citation


  • S. Nikolic, T. F. Suesse, T. J. McCarthy & T. L. Goldfinch, "Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format," European Journal of Engineering Education, vol. 42, (6) pp. 1277-1295, 2017.

Scopus Eid


  • 2-s2.0-85012895214

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=7561&context=eispapers

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers/6531

Number Of Pages


  • 18

Start Page


  • 1277

End Page


  • 1295

Volume


  • 42

Issue


  • 6

Place Of Publication


  • United Kingdom

Abstract


  • Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.

Publication Date


  • 2017

Citation


  • S. Nikolic, T. F. Suesse, T. J. McCarthy & T. L. Goldfinch, "Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format," European Journal of Engineering Education, vol. 42, (6) pp. 1277-1295, 2017.

Scopus Eid


  • 2-s2.0-85012895214

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=7561&context=eispapers

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers/6531

Number Of Pages


  • 18

Start Page


  • 1277

End Page


  • 1295

Volume


  • 42

Issue


  • 6

Place Of Publication


  • United Kingdom