The current pattern of class size increases and funding decreases have forced introductory course instructors to develop increasingly creative teaching methods. The use of undergraduate teaching assistants (UTAs) is a viable option, especially if departments lack funding for graduate teaching assistants. According to previous research, the use of UTAs is beneficial for both the students and the UTAs themselves. However, the nature of the direct relationship between students and UTAs is unknown. This project looked at the frequency and content of student interactions with UTAs in two large sections of introductory psychology. Each section was divided into eight teams with a UTA heading each team. To explore the interactions between UTAs and students, team GroupMe conversations were obtained for two week-long periods during the semester. Teams were categorized as high, medium, and low engagement based on the number of interactions reported; the interactions were then coded based on topic. We examined the relationship between UTA interactions, self-report data (e.g., course satisfaction, subject matter interest, satisfaction with UTAs), and academic outcome variables such as exam scores and final grades. We found that low-interacting groups more frequently engaged in classrelated conversations, while high-interacting groups more frequently engaged in humorous and non-class-related dialogue. Low-interaction groups rated their UTAs lower in quality, responsibility, and usefulness than the high-interaction groups. However, frequency of interaction did not predict class interest or ratings of team usefulness. The frequency of team interaction significantly predicted final course grades, with the medium-interaction groups earning the highest marks.

The COVID-19 pandemic has disproportionately affected African Americans and has been a significant source of stress for this population due to increased economic hardship and social isolation. This study characterized the associations between COVID-19 vulnerability (e.g., contracting the illness or losing a loved one), pandemic-related stress, and symptoms of poor mental health among African Americans. The study sample included African Americans (N = 304) who responded to an online survey. Symptoms of poor mental health were assessed using the PHQ-4, which assessed symptoms of depression and anxiety. Vulnerability to COVID-19 was measured via self-report in three ways: (1) personal vulnerability, (2) family vulnerability, and (3) community vulnerability (i.e., friends, neighbors, and co-workers). Pandemic-related stress was measured by asking participants to rate how difficult it has been to access essential resources and services, manage finances, and plan or attend social events since March 13, 2020. Data were analyzed using multivariable logistic regression. Results showed that COVID-19 vulnerability was not associated with symptoms of depression or anxiety, but pandemic-related stress was consistently associated with symptoms of poor mental health. Study findings highlight the need to monitor and intervene on pandemic-related stress to prevent further psychological distress within this vulnerable and underserved population.