Abstract

Often graduate teaching assistants (GTA) come into their programs with little or no pedagogical background and are asked to teach a variety of undergraduate classes. The key to helping the GTA transition from an undergraduate student or professional environmental into an instructional role is critical for the integrity of any academic program. The researchers will present findings from a current qualitative study on teaching efficacy and make suggestions of how program directors can help facilitate more efficient training program for college and university graduate teaching assistantship programs. The authors will present the material in a lecture and discussion format. The attendees will learn how one university facilitates the training of 40 GTAs and they will be supplied with handout that outlines the elements of a successful training program. At the end of the session there will be time to share their recommendations.

Location

Room 2911

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Mar 10th, 10:00 AM Mar 10th, 10:45 AM

Designing Graduate Teaching Assistants Training Programs

Room 2911

Often graduate teaching assistants (GTA) come into their programs with little or no pedagogical background and are asked to teach a variety of undergraduate classes. The key to helping the GTA transition from an undergraduate student or professional environmental into an instructional role is critical for the integrity of any academic program. The researchers will present findings from a current qualitative study on teaching efficacy and make suggestions of how program directors can help facilitate more efficient training program for college and university graduate teaching assistantship programs. The authors will present the material in a lecture and discussion format. The attendees will learn how one university facilitates the training of 40 GTAs and they will be supplied with handout that outlines the elements of a successful training program. At the end of the session there will be time to share their recommendations.