Abstract
This article proposes a systematic model for employing undergraduate teaching assistants in a basic communication course within a speech communication department lacking graduate programs. Through reflective program documentation and instructional communication analysis, the study outlines institutional rationale, selection criteria, training procedures, classroom responsibilities, and evaluation practices that position the assistant as a collaborative facilitator of experiential learning activities in public speaking, interpersonal communication, and group discussion units. By comparing perceived benefits and constraints for students, assistants, and instructors, the model demonstrates how undergraduate assistants enhance formative feedback, increase speaking opportunities, and support personalized pedagogy while fostering their own professional socialization. The discussion situates the approach within curriculum design literature on teacher preparation, academic workload, and communication pedagogy, offering adaptable guidelines for departments seeking to integrate peer assisted instruction without compromising course rigor or student support.
Recommended Citation
Ross, Roseanna G.
(1990)
"Utilizing Undergraduates as Teaching Assistants in the Basic Communication Course: A Model,"
Association for Communication Administration Bulletin: Vol. 73, Article 7.
Available at:
https://stars.library.ucf.edu/aca/vol73/iss1/7
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