The effective use of undergraduates to staff large introductory CS courses

In the past few years many schools have tried to simultaneously achieve the following goals in their introductory CS courses: Allow more students to enroll Improve the quality of education Keep spending at current levels Everyone has discovered that the first two goals are difficult to achieve in the presence of the third. This paper presents a model that has evolved over the last five years at Stanford University where all three goals have been accomplished by replacing graduate student TAs with undergraduate section leaders.