Distributed Access Teaching Assistant (DATA)

Sluys, William G. Van Der; Koch, Jean E.

doi:10.1021/ed078p1696

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…Earlier developments of GTA programs and teaching techniques have been fruitful. 2−11 Advances in pedagogical approaches for effective teaching have won widespread recognition, 12−20 e.g., scientific inquiry-based instruction in teaching laboratories, 18 feedback and evaluation on case studies, 19 and the impact of GTA selfimage on teaching performance. 20 Academic lab-safety culture was examined and discussed in Science by Benderly after the UCLA lab accident.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Recognizing the importance that GTAs play in American education, the chemistry education community has been striving to design and develop the most effective GTA training programs, so as to ensure that undergraduate students have a smooth and positive learning experience. Earlier developments of GTA programs and teaching techniques have been fruitful. − Advances in pedagogical approaches for effective teaching have won widespread recognition, − e.g., scientific inquiry-based instruction in teaching laboratories, feedback and evaluation on case studies, and the impact of GTA self-image on teaching performance . Academic lab-safety culture was examined and discussed in Science by Benderly after the UCLA lab accident .…”

Section: Introductionmentioning

confidence: 99%

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An Intensive Training Program for Effective Teaching Assistants in Chemistry

2016

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We report an intensive graduate teaching assistant (GTA) training program developed at The University of Chicago. The program has been assessed and has been successful in preparing GTAs for effective discussion and laboratory teaching for both general and organic chemistry. We believe that this training program can provide insightful information to benefit other similar GTA training programs in the future.

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Section: ■ Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Intensive Training Program for Effective Teaching Assistants in Chemistry

2016

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Graduate Student Leadership in a TA Training Program

Knezz,

Berns,

Schwabacher

et al. 2024

J. Chem. Educ.

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The pedagogical training of Graduate Teaching Assistants (GTAs) is a crucial component of undergraduate education in chemistry and is often neglected due to lack of time and resources. One frequently untapped resource to support this effort is the population of experienced GTAs in the department. Graduate students who have recently been in the TA position are poised to speak to incoming graduate students from direct and relevant experience and can foster a positive climate around teaching with their incoming peers. In this account, we describe a GTA training program that relies on significant contributions from volunteer former TAs in the design and facilitation of workshops and activities throughout. This report describes not only the training itself but also the system of mentoring and revision that has been established for continual improvement and participation among the entire graduate student cohort. After four years of utilizing this system, we have identified potential benefits for all parties involved. Improved pedagogical training for incoming graduate students aims to influence (1) the graduate student teaching experience throughout the academic term and the resultant quality of undergraduate instruction within the department, (2) departmental teaching culture and attitudes about teaching, (3) the broader impact of campus-wide collaboration between departments and centers for learning and teaching, and (4) the experience of the senior graduate student volunteers as cultivators of curricula and change-makers within their department. In this way, the focus of training GTAs can move from an obligation to an opportunity for growth throughout the department.

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Development of an Advanced Training Course for Teachers and Researchers in Chemistry

et al. 2016

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Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded PhD candidates.The goals of the course are to build ethics, critical thinking, and a positive self-image as a teacher through the use of a variety of pedagogical tools. Concurrently, the GTAs are transitioned into independent researchers with the skills to prepare written reports and oral presentations. The goals of this course were achieved based on the results of participant feedback. The experience gained and issues identified from the course may be used to guide future training courses.

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Distributed Access Teaching Assistant (DATA)

Cited by 3 publications

References 5 publications

An Intensive Training Program for Effective Teaching Assistants in Chemistry

An Intensive Training Program for Effective Teaching Assistants in Chemistry

Graduate Student Leadership in a TA Training Program

Development of an Advanced Training Course for Teachers and Researchers in Chemistry

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