Leveraging Senior Undergraduate Teaching Assistants in Computer Science Education: A Case Study from a Swedish University

As Computer Science (CS) programs continue to grow in enrollment and complexity, even small universities face increasing demands on teaching resources, student support, and course quality. One widely adopted strategy to address these challenges, especially in large institutions, is the employment of Teaching Assistants (TAs), particularly undergraduate TAs (UTAs). However, the role and effectiveness of TAs in smaller university settings, where resources are more limited and faculty are more tightly stretched, remain underexplored. This study investigates the triple benefits, or rather "win-win" outcomes, of employing TAs in CS education within a small university context. From the instructors’ perspective, TAs can significantly reduce workload by assisting with grading, answering student questions, facilitating lab sessions, and improving student engagement. Simultaneously, TAs gain valuable pedagogical experience, deepen their subject knowledge, and develop transferable skills in communication and leadership. And lastly, from the students’ perspective, TAs serve not only as supportive instructors but also as relatable peers who can offer valuable insights into study strategies, exam preparation, effective communication with faculty, and navigating the overall academic experience.