eSource for College Transitions Collection, Vol. 2: The First-Year Seminar
THE IMPACT OF A TEAM OF UNDERGRADUATE TAs IN A FIRST-YEAR SEMINAR Shelley Judge, William Santella, Wylie Greeson, Juda Culp, Christa Craven, & Mazvita Chikomo College of Wooster
The Issue Institutions of every size enroll new undergraduates in first-year seminar (FYS) courses to aid the transition to college. FYS courses have varied approaches: some are discipline-specific introductions, others support acclimatization to college life, and still others prefer a hybrid approach. Research on the positive impact of FYS is well documented (Goodman and Pascarella, 2006), and recent work focuses on the impact of upperclassmen as peer leaders in FYS courses (Zhang, 2017). Zhang (2017) reports that upperclass mentors positively affect academic achievement, campus involvement, and persistence of FYS students. These types of studies underscore the importance of peer role models in FYS classrooms. At The College of Wooster (OH), FYS is an interdisciplinary writingintensive course that develops critical thinking skills and serves as a platform for successful academic advising and college integration. Faculty focus on content-knowledge and social adaptability in small class sizes (~15 students) because FYS is critical to student retention at Wooster, a residential, private, liberal arts college with an enrollment of ~2000 undergraduates. The college is best known for its senior capstone experience, required of all graduates since 1947, so FYS is important as the writing and research foundation for future scaffolding in individual departments. Most FYS sections (~35-40/year) at Wooster use one undergraduate teaching assistant (UTA), and some use a peer mentor, an upperclass student formally trained at the college in academic advising. Our purpose is to outline how discipline content, transition advice, classroom community, and mentoring was achieved in a remote FYS during fall 2020. We incorporated more UTAs than usual (3) plus an academic peer mentor. This team approach increased interactions with students and provided flexibility during mentoring. Both building community and establishing credibility were integral to our geospatial-themed FYS course. To accomplish this, conversations in FYS often strayed outside the boundaries of disciplinary topics. This can stretch faculty who are accustomed to
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bringing their discipline-specific knowledge and pedagogy into the classroom. Relatedly, it can be puzzling for students to listen to and implement faculty-based suggestions from adults whom they do not view as role models. To mitigate this, UTAs became invaluable to our FYS approach, serving as upperclass mentors.
The UTA Program At Wooster, UTAs are full-time students enrolled in an experiential learning course, Teaching Apprenticeship. FYS faculty with UTAs also oversee the Teaching Apprenticeship course, which is graded and worth 1.00 credits (3 contact hours/week). For some UTAs this counts as one of their four semester courses; for others it is an overload. Because they are full-time students, UTAs do not pay extra tuition, nor are they paid. UTAs gain experience with course design, pedagogical decisions, and classroom/office hour situations. Faculty teaching FYS not only support and encourage their first-year students, but they also simultaneously mentor individual UTAs, providing formative feedback when needed.
Importance of UTAs A faculty-UTA team can create a strong alliance and sense of community in the classroom. One objective in FYS isto encourage academic communication based on a framework of trust and respect that would be a springboard to learning content. To do this, we use clear FYS program learning objectives that encompassed both disciplinespecific critical thinking and advising/integration goals. Referring to these learning objectives throughout FYS helped students become aware of common responsibilities and the course trajectory. The UTAs were excellent role models in messaging both content knowledge and academic advising. Sometimes, faculty can lose relevancy as role models due to age, lack of social connection, or demographic differences, but they can adapt through new pedagogies, energy, and humor. Upperclass mentors in the classroom in strong alliance with faculty work to bridge new collegians to academic life.
