Assessment of Graduate Teaching Assistant (GTA) Training: A Case Study of a Training Program and Its Impact on GTAs

Young, Stacy L.; Bippus, Amy M.

doi:10.1080/17404620802382680

Cited by 54 publications

(45 citation statements)

References 34 publications

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“…Training GTAs began in the 1960s and is now well established in most Northern American universities, with a wealth of literature available on GTA training, including design of various training programs, 17,39-41 development of support materials, 23,39,42,43 and evaluations of the effectiveness of such programs. 23,[40][41][42]44,45 Lessons learned from the North American experience have been used as the basis for training programs in the United Kingdom (UK), New Zealand, and Australia.…”

Section: History Of Training Programsmentioning

confidence: 99%

“…1 Considering the part-time or casual nature of employment, along with the diversity of sessional staff backgrounds, higher education institutions feel that a practical introductory training session is sufficient and more appropriate than a lengthy theory-based program resulting in a formal qualification. 15,23 In Australia, the 2003 AUTC Report provided recommendations for policy guidelines at a university level, as well as policies, processes, and practices at various organizational levels for the most appropriate training, support, and resources for sessional staff. As these are only guidelines, programs need to be tailored to suit the particular institution.…”

Section: Structure and Content Of Training Programsmentioning

confidence: 99%

“…23,[40][41][42]44,45 Lessons learned from the North American experience have been used as the basis for training programs in the United Kingdom (UK), New Zealand, and Australia. In the UK, GTA training programs were often based on well-established New Lecturer Courses, which were modified to address the particular needs of GTAs.…”

Section: History Of Training Programsmentioning

confidence: 99%

“…Furthermore, as the number of programs continues to increase, there remains limited evidence-based information on the formal assessment or evaluation of such programs. 23 …”

Section: Introductionmentioning

confidence: 99%

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Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities

Knott

Crane

Heslop

et al. 2015

American Journal of Pharmaceutical Education

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Sessional staff is increasingly involved in teaching at universities, playing a pivotal role in bridging the gap between theory and practice for students, especially in the health professions, including pharmacy. Although sessional staff numbers have increased substantially in recent years, limited attention has been paid to the quality of teaching and learning provided by this group. This review will discuss the training and support of sessional staff, with a focus on Australian universities, including the reasons for and potential benefits of training, and structure and content of training programs. Although sessional staff views these programs as valuable, there is a lack of in-depth evaluations of the outcomes of the programs for sessional staff, students and the university. Quality assurance of such programs is only guaranteed, however, if these evaluations extend to the impact of this training and support on student learning.

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Section: History Of Training Programsmentioning

confidence: 99%

Section: Structure and Content Of Training Programsmentioning

confidence: 99%

Section: History Of Training Programsmentioning

confidence: 99%

“…Furthermore, as the number of programs continues to increase, there remains limited evidence-based information on the formal assessment or evaluation of such programs. 23 …”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities

Knott

Crane

Heslop

et al. 2015

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…Young and Bippus [37] designed a three-day training program that focused on preparation, presentation and practice. The first day focused on policy and procedure.…”

Section: E Case Studiesmentioning

confidence: 99%

Improving the Laboratory Learning Experience: A Process to Train and Manage Teaching Assistants

et al. 2015

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This paper describes in detail a successful training program developed for sessional (part-time or nonpermanent) laboratory demonstrators employed in the Electrical Engineering Department of an Australian university. Such demonstrators play an important role in teaching practical concepts and skills in engineering. The success of the program relies on a centralized approach coordinated by a carefully selected Laboratory Manager responsible for the recruitment, allocation, training, and development of sessional teachers, and for assessing student satisfaction with them. The paper examines the overall impact of the program on these teachers': 1) introducing laboratory material; 2) preparation; 3) communication; 4) interest in student learning; 5) ability to respond to questions; and 6) overall effectiveness. Sessional teacher satisfaction with the training program is also examined, and the data were used to inform the program's further development. The results show that the training program successfully improved the demonstrators' teaching skills and thus led to greater satisfaction and hence learning experience of both students and demonstrators.

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13: From Outsiders to Insiders

Brennan

Cruz

Kinner

2013

To Improve the Academy

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We assess graduate assistant competency in key skills that employers in and outside of academia value and examine whether these skills are developed in the context of the graduate assistantship (GA) at a specific state comprehensive university. The GAs in our sample rate themselves as competent or very competent on all skills and report their GA experience somewhat influenced or influenced their skill competencies. Furthermore, perception of how one's graduate assistantship influenced skill competency was significantly associated with perceived skill competency level. Based on these findings, we discuss distinct gaps that could be addressed to facilitate GA development at state comprehensive universities.

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Assessment of Graduate Teaching Assistant (GTA) Training: A Case Study of a Training Program and Its Impact on GTAs

Cited by 54 publications

References 34 publications

Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities

Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities

Improving the Laboratory Learning Experience: A Process to Train and Manage Teaching Assistants

13: From Outsiders to Insiders

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