The GTA Mentoring Program: An Interdisciplinary Approach to Developing Future Faculty as Teacher-Scholars

Gaia, Alessandra; Corts, Daniel P.; Tatum, Holly E.; Allen, Jan

doi:10.1080/87567550309596413

Cited by 21 publications

(29 citation statements)

References 9 publications

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“…The reasons for participating were thus not largely self-serving or related to the building of a curriculum vitae (CV), but were for the benefit (in many cases) of undergraduate students. This finding was in contrast to previous work, where professional development was rated as a primary reason to participate in interdisciplinary teaching development (Gaia et al, 2003). Given this result, perhaps strategic marketing could be used to appeal to graduate students who are participating in these workshops to satisfy either professional development, building of their CV, self-improvement, and/or improving the quality of their teaching for others.…”

Section: Preferences For Teaching Development Modelscontrasting

confidence: 55%

“…The benefits of multiple perspectives were echoed in Gaia et al, 2003. In order to develop as professionals, graduate students need support, ideas, and criticism from peers and colleagues (Sandholtz, 2000).…”

Section: Strengths and Weaknesses Of Interdisciplinary And Disciplinamentioning

confidence: 99%

“…Graduate students participating in teaching at the undergraduate level often report feeling unprepared and unsupervised in their teaching (Gaia, Corts, Tatum, & Allen, 2003;Gardner & Jones, 2011;Kendall & Schussler, 2012). Conversely, when instructors and students alike participate in teaching development, they perform better on several metrics related to undergraduate teaching ability (e.g., student focus vs. teacher focus, enthusiasm, organization, group interactions, rapport, and breadth) (Feldon et al, 2011;Gardner & Jones, 2011;Gibbs & Coffey, 2004).…”

Section: Graduate Student Perspectives Of Interdisciplinary and Discimentioning

confidence: 99%

“…In relation to interdisciplinary teaching development, Gaia et al, (2003) report that interdisciplinary teaching development programs give graduate students a chance to talk with others who like teaching and value it. Disciplinary teaching development may be offered in order to highlight specific skills relevant to a specific department or topic area, such as conducting labs, leading a discussion, or grading written assignments (Lewis, 1993).…”

Section: Graduate Student Perspectives Of Interdisciplinary and Discimentioning

confidence: 99%

“…With these sophisticated range of teaching tasks in mind, the development of instructional skills for graduate students is significant and crucial. Teaching development for graduate students has proposed theoretical benefits which include: (a) engaging learners' prior knowledge and experience, (b) encouraging effective critical thinking, (c) developing multiple perspectives, (d) motivating learners, and (e) constructing meaning in the classroom (Fink, 2013;Gaia et al, 2003;Repko, 2009;Spelt, Biemans, Tobi, Luning, & Mulder, 2009). …”

Section: Graduate Student Perspectives Of Interdisciplinary and Discimentioning

confidence: 99%

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Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

et al. 2017

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Interdisciplinary (i.e., university-wide programming) and disciplinary (i.e., programming open to participants from one college or department) teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms of a contextualized understanding, and empirical studies are needed. The purpose of this study was to determine graduate students’ perspectives related to interdisciplinary and disciplinary teaching and learning experiences. Two online surveys were used: a quantitative survey and a qualitative follow-up survey. Three participatory focus groups were also conducted to allow for further in-depth exploration in both an interdisciplinary and disciplinary group setting that represented seven distinct colleges. Statistical and thematic analyses were conducted with survey responses, and thematic analyses were conducted on focus group data. Similar themes emerged from the survey and focus group data identifying perceived benefits of participation in either interdisciplinary or disciplinary teaching development. Respondents’ perceived benefits were related to: (a) becoming a better teacher; (b) social learning; and (c) that while the perceived benefits of the models vary, the outcomes of both experiences are shared. The lived experiences of these graduate students expand the characterization of interdisciplinary and disciplinary programming. This study points to the need for graduate student programs—specifically teaching development offered by educational development units—to provide both interdisciplinary and disciplinary teaching development opportunities that achieve a blend of benefits for learners. Les programmes interdisciplinaires (c’est-à-dire les programmes offerts à l’échelle de l’université) et disciplinaires (c’est-à-dire ceux qui sont ouverts aux participants d’un collège ou d’un département) de perfectionnement de l’enseignement pour étudiants de cycle supérieur existent depuis de nombreuses années en enseignement supérieur. À l’heure actuelle, la recherche sur les avantages de ces modèles d’enseignement reste très incomplète en matière de compréhension contextualisée et il y a grand besoin de mener des études empiriques. Le but de cette étude était de déterminer les perspectives des étudiants de cycle supérieur liées aux expériences d’enseignement et d’apprentissage interdisciplinaires et disciplinaires. Deux sondages en ligne ont été employés : un sondage quantitatif et un sondage de suivi qualitatif. Également, trois groupes de discussion participatifs ont été organisés afin d’explorer plus profondément les contextes des groupes interdisciplinaires et disciplinaires qui représentaient sept collèges distincts. Des analyses statistiques et thématiques ont été effectuées avec les réponses aux sondages et des analyses thématiques ont été effectuées sur les données recueillies des groupes de discussion. Des thèmes semblables se sont dégagés des sondages et des données recueillies des groupes de discussion. Ces thèmes identifiaient les avantages perçus de la participation dans le perfectionnement de l’enseignement tant interdisciplinaire que disciplinaire. Les répondants ont perçu les avantages suivants : (a) possibilité de devenir de meilleurs enseignants; (b) apprentissage social; et (c) bien que les avantages perçus de chaque modèle varient, les résultats des deux expériences sont semblables. Les expériences vécues de ces étudiants de cycle supérieur élargissent la caractérisation des programmes interdisciplinaires et disciplinaires. Cette étude souligne la nécessité que les programmes pour étudiants de cycle supérieur – spécifiquement les programmes de perfectionnement de l’enseignement offerts dans le cadre d’unités de pédagogie – doivent offrir des occasions de perfectionnement de l’enseignement à la fois interdisciplinaires et disciplinaires pour que les apprenants tirent des deux modèles un mélange d’avantages.

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Section: Preferences For Teaching Development Modelscontrasting

confidence: 55%

Section: Strengths and Weaknesses Of Interdisciplinary And Disciplinamentioning

confidence: 99%

Section: Graduate Student Perspectives Of Interdisciplinary and Discimentioning

confidence: 99%

Section: Graduate Student Perspectives Of Interdisciplinary and Discimentioning

confidence: 99%

Section: Graduate Student Perspectives Of Interdisciplinary and Discimentioning

confidence: 99%

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Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

et al. 2017

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Competence, Autonomy, and Relatedness as Motivators of Graduate Teaching Assistants

Kajfez

Matusovich

2017

J of Engineering Edu

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Background Graduate teaching assistants (GTAs) play critical roles in undergraduate education. Past studies have examined various programs developed for GTAs, but little work exists that examines GTAs' personal experiences and perceptions in engineering education. To develop teaching environments and training programs that foster positive motivation in GTAs for teaching and improve the quality of their teaching, we need to better understand the factors that motivate them.Purpose Situated in self-determination theory (SDT), the purpose of our study was to examine graduate students' motivation to teach by answering the research question, "What factors contribute to GTAs' competence, autonomy, and relatedness with regard to teaching?" We scoped the study broadly to include perceptions of events, occurrences, people, institutional structures, and demographics as potential factors. Design/MethodWe employed exploratory interview methods influenced by critical realism to understand GTAs' experiences. Our sample contained 12 participants from five different universities. We used a combination of a priori codes and open coding to determine the factors. ResultsWe identified five factors that affect the needs posited by SDT: training, previous experience, appointment structure, students, and teaching colleagues. Each factor uniquely contributed to a GTA's teaching motivation.Conclusions GTAs are teachers, but they are also students. We recommend that faculty and administrators consider the five factors we identified and their unique individualized effects on GTAs as students and teachers when designing teaching experiences. This focus will lead to increased motivation in teaching and, with time, increases in the quality of teaching in engineering.

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Nurturing and Enhancing Creativity of Nursing Students in Taiwan: A Quasi‐Experimental Study

Liu

Wang

Huang

et al. 2019

Journal of Creative Behavior

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Creativity and innovation are considered important measures of core competence in Taiwan for students of all levels, including nursing students. Integrating creativity with interdisciplinary teaching modules could increase creativity for nursing students; however, this has not been empirically determined. The purpose of this study was to determine if incorporating interdisciplinary teaching into a teaching for creativity module (TCM) could enhance creative thinking and creative abilities of nursing students. Students enrolled in a capstone nursing course for the development of healthcare-related products were divided into 2 groups. Both groups participated in the 18-week course; however, one group received creativity training with interdisciplinary teaching during the course, which was taught by nursing faculty who completed a TCM workshop. Students who received the interdisciplinary TCM intervention scored significantly higher than controls on measures of creative thinking. Our findings suggest a TCM program, which incorporates interdisciplinary teaching, and instruction in techniques for creativity, such as brainstorming, attribute listing, assessment matrix, and paired comparison, can stimulate divergent thinking abilities of nursing students.

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The GTA Mentoring Program: An Interdisciplinary Approach to Developing Future Faculty as Teacher-Scholars

Cited by 21 publications

References 9 publications

Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

Competence, Autonomy, and Relatedness as Motivators of Graduate Teaching Assistants

Nurturing and Enhancing Creativity of Nursing Students in Taiwan: A Quasi‐Experimental Study

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