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.