Abstract
Graduate Teaching Assistants (GTAs) are key partners in the education of undergrads. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for teaching. But GTAs are students themselves, and not all of them desire an academic career. Therefore, it is crucial that GTA preparation not be a burden but rather be fully integrated into their professional development. In this talk, we describe a GTA preparation course for first-year PhD students. Through a yearly cycle of implementation and revision, the course has evolved into a robust and comprehensive professional development program that is well-received by physics graduate students. We assessed the effectiveness of the course with a combination of surveys, pre/post tests, and student evaluations. We found that GTAs feel better prepared for teaching and adopt more learner-centered teaching approaches after participating in the program.
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