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ERIC Number: ED201278
Record Type: RIE
Publication Date: 1981-Apr
Pages: 9
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Integrating a GTA Training Program with Faculty Development.
Wright, Delivee L.
A graduate teaching assistant (GTA) training program at the University of Nebraska-Lincoln, which has applied formative evaluation techniques, is described. The following nine teaching topics were identified as a result of a needs assessment: principles of student learning, communicating learning objectives, organizing and presenting lectures, using media, questioning and discussion techniques, tutoring, motivating students, providing constructive criticism, and testing and grading. Implementation of modules dealing with these topics involved a two-step process: the training of faculty to be GTA trainers, and the training of GTAs. Eighteen faculty members who were invited to be instructors in the program included those having special expertise on a specific topic and those who had interest, but limited experience in the topic. One member of each group formed a team to develop each module. Teams identified objectives, materials, and teaching strategies for each module. The formative evaluation concerned: individual assessment of the program by GTAs, feedback from department chairs, recommendations from faculty for revision of the program, audiotapes or videotapes of instruction, instructor outlines of content, and faculty reflections about their participation. GTAs completed questionnaires at the end of each module, and were asked to rate the value of the module on a 1-5 scale. GTAs were also asked to make recommendations for revision. Faculty instruction recommendations and conclusions of the formative evaluation are presented. Appended materials include a module planning guide and a module description form. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: University of Nebraska Lincoln
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).