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Aparicio-Ting, Fabiola E.; Slater, Donna M.; Urrego, Daniela; Pethrick, Helen – Papers on Postsecondary Learning and Teaching, 2022
In this paper, we describe our approach to mentoring Graduate Teaching Assistants (GTAs) as teaching and learning protégés within the context of a challenging undergraduate honours thesis course. An approach to mentoring GTAs in this multifaceted course is outlined, while providing practical strategies that expose GTAs to various aspects of the…
Descriptors: Mentors, Graduate Students, Teaching Assistants, Undergraduate Study
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BrckaLorenz, Allison; Wang, Rong; Nelson Laird, Thomas F. – New Directions for Teaching and Learning, 2020
This chapter presents a study exploring the diverse characteristics of Graduate Student Instructors (GSIs) employed at eight research universities in the United States and investigates the ways in which these characteristics impact the value GSIs place on types of professional development and support in teaching.
Descriptors: Graduate Students, Teaching Assistants, Courses, Student Characteristics
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Dixon, Cory E.; Russell, Jared A.; Hastie, Peter A. – Journal of Teaching in Physical Education, 2022
Purpose: This study examined the pedagogical experiences of former graduate teaching assistants following their teaching experiences at a youth development center. Method: A case study approach was utilized to investigate each participant case while a phenomenological approach was employed to analyze each case. The participants, Malik, Dante, and…
Descriptors: Graduate Students, Teaching Assistants, Physical Education, Student Attitudes
Gilmore, Joanna, Ed.; Hatcher, Molly, Ed. – Stylus Publishing LLC, 2021
This book is a guide for designing professional development programs for graduate students. The teaching competencies framework presented here can serve as the intended curriculum for such programs. The book will also be an excellent resource for evaluating programs, and will be an excellent resource for academics who study graduate students. This…
Descriptors: Graduate Students, Professional Development, Teacher Education Programs, Teaching Assistants
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Wheeler, Lindsay B.; Sloane, Jeremy D. – Journal on Excellence in College Teaching, 2021
Learning Assistants (LAs) are undergraduate students who have previously succeeded in a course and return to assist faculty in engaging current students. The authors used a mixed methods approach to explore changes in LAs' teaching self-efficacy and pedagogical knowledge (PK) over a semester. They found that LAs significantly improved their…
Descriptors: Teaching Assistants, Self Efficacy, Teaching Skills, Pedagogical Content Knowledge
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Smallwood, Zoe M.; Spencer-Briggs, Jenna L.; Xia Sean, Xiaoye; Ward, Michael D.; Hyde, Julie – Journal of Chemical Education, 2022
The value of postgraduates teaching in undergraduate chemistry laboratories has been a subject of interest at universities in the UK, Europe, USA, Australia, and New Zealand. The role of the teaching assistant (TA) is already well-established in many laboratories in the USA, and such roles have been increasing in popularity in the UK. Postgraduate…
Descriptors: Program Development, Program Implementation, Graduate Students, Teaching Assistants
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Corrales, Adriana; Komperda, Regis – Journal of Chemical Education, 2022
Graduate education in chemistry typically follows an apprenticeship model, primarily aimed at preparing students for academia; however, the inclusion of teaching within this apprenticeship is not always clear as faculty, students, and other stakeholders do not agree on the need for instructional training. Despite the variability in training, a…
Descriptors: Graduate Students, College Science, Science Instruction, Teaching Assistants
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Hill, Michelle A.; Overton, Tina; Kitson, Russell R. A.; Thompson, Christopher D.; Brookes, Rowan H.; Coppo, Paolo; Bayley, Lynne – Active Learning in Higher Education, 2022
Attaining transferable skills is increasingly important for undergraduates and, while such skill development may be embedded within the curriculum, it is often not well recognised by students. This mixed methods study explores the use of skills badges as icons displayed on curriculum materials in several disciplines at two universities. The badges…
Descriptors: Undergraduate Students, Transfer of Training, Recognition (Achievement), Skill Development
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Vo, Kimberly; Sarkar, Mahbub; White, Paul J.; Yuriev, Elizabeth – Chemistry Education Research and Practice, 2022
Problem solving is a fundamental skill that chemistry graduates should possess, yet many students have difficulties solving problems in chemistry. These difficulties may be either student- or instructor-driven. Instructor-related difficulties could stem from some teaching practices, such as expecting students to apply procedures without requiring…
Descriptors: Problem Solving, Chemistry, Metacognition, Scaffolding (Teaching Technique)
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Hatcher, Molly; Amayreh, Wafa; Struve, Laura – New Directions for Teaching and Learning, 2020
This chapter describes a program aimed to help international graduate students navigate linguistic, pedagogical, and cultural challenges they face as new college instructors by connecting them with undergraduates who share personal insights and campus resources.
Descriptors: Foreign Students, Graduate Students, Teaching Assistants, College Instruction
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Sarju, Julia P.; Jones, Leonie C. – Journal of Chemical Education, 2022
Graduate teaching assistants (GTAs) are important partners in practical chemistry teaching and learning, but they rarely receive direct instruction in inclusive teaching practices and equality, diversity, and inclusion principles. Here we describe the design, delivery, and evaluation of a workshop, along with the resources developed, to support…
Descriptors: Equal Education, Graduate Students, Teaching Assistants, Science Instruction
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Chari, Jason V.; Knapp, Rachel R.; Boit, Timothy B.; Garg, Neil K. – Journal of Chemical Education, 2022
A course centered around transition-metal catalysis in modern drug discovery was designed to illustrate the central role of organic chemistry in driving small-molecule drug development. The course highlighted both fundamental and applied concepts, first with a focus on the drug discovery process, followed by foundational principles in catalysis…
Descriptors: Pharmacology, Science Instruction, Organic Chemistry, Graduate Students
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O'Connor, Una; Hasson, Felicity; McKeever, Christine; Finlay, Jayne – Journal of Research in Special Educational Needs, 2021
The assistant workforce is a constituent presence in all schools. Progressive reconfiguration of the role has resulted in a hybrid position, with assistants customarily navigating power relationships in the hierarchy of the school. This paper employs Bourdieu's theory of social fields, in particular, his system of relations, as a means to consider…
Descriptors: Foreign Countries, Special Schools, Teaching Assistants, Supply and Demand
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Hershberger, Michelle – Basic Communication Course Annual, 2021
This study explores basic course directors' (BCDs) perceptions of graduate teaching assistant (GTA) misbehaviors in introductory communication courses. BCDs (N = 30) responded to questions about GTA misbehaviors observed in their roles. BCDs were asked why they perceived communicative acts as misbehaviors, how they managed them, and what they did…
Descriptors: Graduate Students, Teaching Assistants, Behavior Problems, Supervision
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Cardetti, Fabiana; Wagner, Manuela; Selampinar, Fatma; Bru¨ckner, Christian; Peczuh, Mark – Journal of Chemical Education, 2022
Intercultural competence (IC) training in the professional development of international graduate Teaching Assistants (ITAs) can pave the way for more inclusive chemistry classroom environments that allow all students access to opportunities and resources to learn chemistry. IC principles are laid out, including how they connect to Diversity,…
Descriptors: Cultural Awareness, Competence, Foreign Students, Teaching Assistants
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