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STLHE 2015 has ended
Achieving Harmony: Tuning into Practice
Thursday, June 18 • 3:45pm - 4:15pm
CON08.12 - Assessment of the teaching assistant preparation program (TAPP)

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Teaching assistantship has an important role in the development of teaching capacity among graduate students. However, educational development strategies must be in place to facilitate this development (Boman, 2013; Hardré & Burris, 2012). Furthermore, as highlighted by Gardner and Jones (2011), the design of educational development initiatives tailored at developing teaching capacity among graduate student must consider the uniqueness of teaching assistantship experiences in each discipline. With these points in mind, a teaching assistantship preparation program (TAPP) was designed, consisting of workshops offered by the Educational Development Unit of the University of Calgary, working sessions tailored to a specific Faculty (Werklund School of Education), and debriefing sessions where participants were invited to reflect upon how the knowledge developed during those sessions could be enacted in their upcoming postsecondary teaching practice. At the end of the first year of implementation of the program, a case study research was conducted to assess impacts TAPP had on the development of the teaching capacity among graduate students who participated in the initiative. Findings from this research will be used to redesign the program, as well as to provide recommendation for similar projects currently being offered at other postsecondary institutions. The goal of this session is to present preliminary findings of the research, highlighting how lessons learned from this experience are informing the next iteration of the program and can impact the design of similar programs. To achieve this goal, participants will be invited to discuss how findings from this research can guide practice in their own institutions. By joining this session, participants will reflect on potentialities and challenges of implementing a teaching assistantship preparation program, as well as insights from their experiences with similar initiatives.

References:

Boman, J. S. (2013). Graduate Student Teaching Development : Evaluating the Effectiveness of Training in Relation to Graduate Student Characteristics. Canadian Journal of Higher Education, 43, 100–114.

Gardner, G. E., & Jones, M. G. (2011). Pedagogical Preparation of the Science Graduate Teaching Assistant: Challenges and Implications. Science Educator, 20, 31–41. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67370874&site=eds-live

Hardré, P. L., & Burris, A. O. (2012). What contributes to teaching assistant development: Differential responses to key design features. Instructional Science, 40(2012), 93–118. doi:10.1007/s11251-010-9163-0


Thursday June 18, 2015 3:45pm - 4:15pm
Cypress 1 Room

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