Clarke Douglas, T. S. (2023, July), A Full Paper: An Evaluation of Faculty and UTA Perceptions: A Pilot Program of Embedding UTAs in a First Year Engineering Course  Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee. 10.18260/1-2--44817

\bibitem{asee_peer_44817}
  Clarke Douglas, T. S. (2023, July), \emph{A Full Paper: An Evaluation of Faculty and UTA Perceptions: A Pilot Program of Embedding UTAs in a First Year Engineering Course}
  Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee.
  10.18260/1-2--44817

Tameka Sharona Clarke Douglas.  "A Full Paper: An Evaluation of Faculty and UTA Perceptions: A Pilot Program of Embedding UTAs in a First Year Engineering Course".  14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July.  ASEE Conferences, 2023.  https://peer.asee.org/44817 Internet.  12 May, 2024

\bibitem{asee_peer_44817}
  Tameka Sharona Clarke Douglas.
  "A Full Paper: An Evaluation of Faculty and UTA Perceptions: A Pilot Program of Embedding UTAs in a First Year Engineering Course".
  \emph{14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44817 Internet.  12 May, 2024

@INPROCEEDINGS{asee_peer_44817
author = "Tameka Sharona Clarke Douglas"
title = "A Full Paper: An Evaluation of Faculty and UTA Perceptions: A Pilot Program of Embedding UTAs in a First Year Engineering Course"
booktitle = "14th Annual First-Year Engineering Experience (FYEE) Conference"
year = "2023"
month = "July"
address = "University of Tennessee in Knoxville, Tennessee"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44817}
number = {10.18260/1-2--44817}
}

TY  - CPAPER
AB  - The College of Engineering (COE) sought to capitalize on the underutilized and underdeveloped resource of undergraduate students as teaching assistants within undergraduate engineering education. Accordingly, a training and support program was designed and developed with specific undergraduate teaching assistants (UTAs) outcomes in mind. At the center of this program design was the intent that UTAs are effectively prepared to support instruction and appropriately trained with the knowledge, skills, and attributes to practically and effectively promote and foster engagement and inclusion within undergraduate engineering courses. As a direct result, embedding UTAs in a first-year undergraduate foundation two-semester sequence engineering course was piloted in Fall and Spring 2023. Within this context, this paper first describes faculty evaluations of UTAs in accomplishing traditionally assigned graduate teaching assistant (GTA) instructional support tasks. Secondly, this paper describes UTAs beliefs of ways they fostered a sense of belonging, a growth mindset and fostered an inclusive engineering undergraduate classroom.
AU  - Tameka Sharona Clarke Douglas
CY  - University of Tennessee in Knoxville, Tennessee
DA  - 2023/07/30
PB  - ASEE Conferences
TI  - A Full Paper: An Evaluation of Faculty and UTA Perceptions: A Pilot Program of Embedding UTAs in a First Year Engineering Course
UR  - https://peer.asee.org/44817
DO  - 10.18260/1-2--44817
ER  -