Graduate Teaching Assistant Training Research Articles

A framework for training graduate students and campus communities in inclusive teaching.

While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication-skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields.

Who is supporting who? Re-imagining Graduate Teaching Assistant training and support in a School of Environmental Sciences

Despite the growing use of postgraduate research students as Graduate Teaching Assistants (GTAs) within UK higher education institutes, challenges remain in how to best support these students. This study reports on the GTA experience within a School of Environmental Sciences at a research-intensive UK university. Specifically, the study explores GTA training opportunities and support provision. Findings were drawn from surveys of GTAs and academic staff. Responses revealed that whilst GTAs made a wide range of valuable contributions to teaching, they and academic staff were often unsure or unaware of (i) their individual responsibilities, and/or (ii) development opportunities already available. These barriers have the potential to influence GTAs’ confidence in their ability to teach and can reduce their sense of identity within the school. Based on these findings, suggested areas for action are discussed in a bid to further embed good practice in the use of GTAs within the school. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0/ .

Strategies and approaches for delivering sustainable training and professional development of graduate teaching assistants, teaching assistants, and tutors: a scoping review

PurposeThe aim of this scoping review was to identify key characteristics related to strategies and approaches for delivering sustainable training and professional development (PD) of graduate teaching assistants (GTAs), teaching assistants (TAs), and tutors. While the continuous, coherent and responsive programmes for such training and PD may address needs that are congruent with the needs of other sessional teachers, the literature has not focussed on GTA training and PD that support the longer-term retention of GTAs as sessional teachers.Design/methodology/approachIn this scoping review, we devised a search strategy to identify literature relating to the key characteristics of strategies and approaches for delivering sustainable GTA training and professional development in higher education settings. We were guided by the frameworks for such reviews developed by Arksey and O’Malley (2005), Levac et al. (2010) and Westphaln et al. (2021). We used PRISMA guidelines to guide our reporting processes, and used thematic analysis practice (Braun and Clarke, 2022) as our analytical approach in order to identify and discuss the key themes.FindingsWe identified that strategies and approaches for delivering sustainable GTA training and PD frame GTAs as future academics and leaders in teaching; provide institutional support and investment in teaching; deliver departmental training; facilitate peer support; provide pedagogical training; implement training strategies; and support the teacher identity of GTAs.Originality/valueThese findings add to the body of research that explores how strategies and approaches for delivering sustainable GTA training and PD address and meet the needs common to all sessional teachers constrained by the precarity of the part-time faculty/academia. While our findings indicate such training and PD enhance the quality of teaching available to university students, this effect is dependent on institutional support and facilitation of peer and faculty networks.

So sorry your grandma died. Get that paper in.”: Graduate Teaching Assistants' Experiences of Student Grief in the Communication Classroom

Graduate teaching assistants (GTAs) are faced with managing how to respond to student disclosures of grief in the classroom but often lack grief training from their universities when these instances occur. Good and Mad grief, and Critical Grief Pedagogy (CGP) are the frameworks for which this study is positioned. Through interviews with GTAs in the United States, we explore their experiences when engaging with student grief disclosures and revealed three main themes: regulations and boundaries, transactional exchanges in institutions, and the classroom being a human space. We also discuss how GTAs use CGP to manage these interactions. We further suggest that GTA training should include CGP to help prepare future instructors for student grief and welcome grief into the classroom.

Undergraduate perceptions of graduate teaching assistants: competence, relatedness, and autonomy in practice

ABSTRACT Graduate teaching assistants (GTAs) play a significant role in higher education and in the education of undergraduate students. Previous research suggests that undergraduate students perceive GTAs differently than faculty instructors, but little has been done to explore the nature of those perceptions. This exploratory study uses self-determination theory to investigate how university students describe the effective teaching practices of GTAs and how those descriptions vary depending on GTA gender, GTA international status, and course domain. Findings suggest that the majority of undergraduates described GTAs’ competence-supporting practices and that descriptions varied based on GTAs’ international status and on course domain. Implications for GTA training are discussed.

An Evidence-Based Approach to Developing Faculty-Wide Training for Graduate Teaching Assistants

In 2000, Sharpe proposed a framework for graduate teaching assistant (GTA) training based on three key principles: departmental training, faculty training, and accreditation. Sharpe’s paper culminated in a call for Higher Education (HE) institutes to adopt this framework. Whilst the principles of Sharpe’s work remain relevant, the shape and structure of HE and accrediting bodies has changed due to the increasingly competitive market environment. Herein we provide an updated framework for GTA training based around implementation at a large English Russell Group University. We identify seven key elements for effective GTA training based on literature. We then demonstrate how this framework and the key elements can be implemented in practice, using GTA role descriptors and input from staff in Departments and Faculty. We demonstrate how the framework is applicable on a broad subject basis and how training is now supporting the 950 GTAs annually who work across the nine Schools within the Faculty of Science and Engineering, at the University of Manchester. The developed modular training sessions are mapped out and are benchmarked against both the Vitae Researcher Development Framework and the UK Professional Standards Framework allowing postgraduate students to apply for HEA accreditation through Advance HE (after suitable practice). Finally, the report discusses the benefits of implementation as well as lessons for future action, providing a set of key principles for others who want to develop their existing GTA training provision or set up a new training programme.

Developing, Implementing and Evaluating Training for Online Graduate Teaching Assistants Based on ADDIE Model

Graduate teaching assistants (GTAs) play an important instructional role in teaching undergrad- and graduate-level courses, yet they receive very little training. The most common form of teaching professional development to GTAs is a pre-semester workshop held at the course, department, or college level. In this study, we describe the development, implementation, and evaluation of GTA training programs using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). We used observation and interviews for data collection. ADDIE is generally used in instructional design. The results show the value of utilizing ADDIE in developing and evaluating a training program. It is intended to analyze the multi-dimensional connection of designing a training program: meeting expectations of trainees seeking to acquire skills sets as well as understanding the nuances and navigating the complex system that is needed to be successful on the job.

Effective use of peer teaching and self-reflection for the pedagogical training of graduate teaching assistants in engineering

ABSTRACT The use of the graduate teaching assistant (GTA) to support the teaching activities of higher education institutions has been growing over the years and it is now a well-established practice. Conventionally training sessions, consisting usually of workshops, remain general and overemphasise policies, not providing sufficient preparation for in-service teaching. This study proposes to overcome these shortcomings by introducing a new methodology that is based on the use of peer teaching and self-reflection and that is both continuous and discipline-specific. The analysis of the feedback, collected from GTAs’ teaching practical engineering sessions during a full academic year, shows that by engaging with the training, each GTA developed their reflective practice and their student-centred teaching. Interestingly, results also show that some GTA underwent a regression phase during the second semester. It is expected that only a training method that continuously supports their pedagogical development can lead these GTAs towards a recovery phase.

71 Infusing Animal Science Curricula with Cultural Intelligence

Abstract Increasingly, universities across the United States are expecting their undergraduate programs to meet, not only, discipline-specific, knowledge content learning outcomes, but also, soft skills and general education objectives, as well. It is not unusual today that outcomes about diversity, equity and inclusion (DEI) are found in either or both program-level and general education learning objectives, including capstone courses. Cultural intelligence is an effective approach to accomplish DEI goals. The purpose of the presentation is two-fold: (1) to discuss the empirical evidence about increasing cultural intelligence in academic programs outside of animal science and (2) the transference of that work into animal science. Curricula to foster cultural intelligence among students includes focusing on deep cultural awareness (implicit biases, privileges and prejudices), diversity education (guest speakers, textbooks, documentaries), and high-impact educational experiences. One of the best strategies is ensuring that all courses are taught by culturally intelligent educators. Increasing a single aspect of cultural intelligence, particularly cultural awareness, improves the environment for students from underrepresented populations which leads to better retention and graduation rates. Five teaching modules with multiple lessons within each, were developed, based on a five-level, progressive model of cultural intelligence, beginning with cultural awareness and ending with cultural proficiency, to infuse into animal science curricula. The first module comprises a basic understanding of cultural concepts and recognizing cultural implications of behavior. The second module comprises elements of culture and their impact on human behavior, including animal care. The third module comprises an integration of cultural knowledge. The fourth module involves social and economic contexts. The fifth module involves negotiating across culture and an intrinsic desire for inclusivity. The presentation will be interactive: the lessons will be demonstrated; assessments developed shared; and the faculty and graduate teaching assistant training sessions experienced. Today’s employment-ready graduates must be culturally intelligent to be able to think critically and solve complex problems in an increasingly diverse and global workplace.

NAVIGATING A DISCIPLINARY CHASM: THE STATISTICAL PERSPECTIVES OF GRADUATE TEACHING ASSISTANTS

Graduate Teaching Assistants (GTAs) carry a substantial instructional role in introductory courses for many mathematics and statistics departments. As a result, many GTAs have first-hand influence on the initial statistical impressions of students from a range of disciplines. But as simultaneous learners of the discipline themselves, GTAs in statistics are still forming their conceptions of statistics and statistics instruction. Using multiple case study design, I conducted a longitudinal study with four, first-year statistics GTAs aimed at capturing their experiences and notions related to statistics. This paper highlights several important disciplinary perspectives and tensions expressed by the GTAs. In addition to examining their disciplinary notions, I also discuss noteworthy connections between the participants’ statistical perspectives and their pedagogical views for introductory statistics. Findings reveal that the participants struggled to reconcile how authentic statistical practice could be translated into the introductory curriculum. Implications for GTA training are discussed.

Improving the Equity of Undergraduate Practical Laboratory Chemistry: Incorporating Inclusive Teaching and Accessibility Awareness into Chemistry Graduate Teaching Assistant Training

Improving the Equity of Undergraduate Practical Laboratory Chemistry: Incorporating Inclusive Teaching and Accessibility Awareness into Chemistry Graduate Teaching Assistant Training

From learner to teacher: (re)training graduate teaching assistants’ teaching approaches and developing self-efficacy for and interest in teaching

ABSTRACT Graduate students often teach in higher education but lack necessary experience, while enrolment for teacher-training courses is often voluntary with varying standards. The development and malleability of graduate students’ teaching approaches, self-efficacy, interest and teaching ability were evaluated in a mandatory teaching course at a research-intensive university using latent SEM (variable-centred) and latent profile transition (person-centred) analyses. Participants (n = 310) completed items from the Approaches to Teaching Inventory, Teacher’s Sense of Efficacy Scale, and Teaching Interest Scale at the beginning and end of the course. Trainers assessed participants in end-of-course teaching. Prior student-focused teaching predicted future self-efficacy (β = .30) which predicted achievement (end-of-course teaching, β = .33). Prior self-efficacy was also found to predict future interest (β = .17). Initial differences in teaching approach reported by STEM and non-STEM participants did not persist, suggesting training can shape and alter previous conceptions. Three subgroups: Low-Teacher-Focused, Mid-Mixed, and High-Student-Focused indicated a developmental progression in teaching beliefs. Results suggest teaching beliefs can be developed and shaped during a short course. Theoretical and practical implications are discussed.

Reflections on Peer Facilitation of Graduate Teaching Assistant Training

This paper outlines a recently designed programme of training for graduate teaching assistants (GTAs), focusing on peer elements embedded in the programme. In particular, we describe our approach to co-facilitation of training, with sessions facilitated by the GTA programme lead and an experienced Peer GTA. Peer GTAs have at least one year of teaching experience and are able to provide practical, contextualised and discipline-specific input, which helps to address the challenge of balancing generic and discipline-specific training in GTA programmes. We describe a small case study of co-facilitation and reflect on the benefits of this approach for new GTAs and for the Peer GTAs themselves. The paper is co-authored by the GTA programme lead and a Peer GTA, who provides first-hand reflections on her experiences.

Preparing Graduate Students to Teach Statistics: A Review of Research and Ten Practical Recommendations

Many statistics departments in institutions throughout the world hire graduate students to teach and assist with the teaching of undergraduate and graduate-level statistics courses. As many of these graduate student instructors and graduate teaching assistants (GTAs) have little or no previous experience teaching statistics, statistics departments are faced with the challenge of preparing their graduate students for teaching roles. Articles have been written sharing various departments’ strategies for GTA training and development programs, however, articles are often not supported by empirical research. This article provides a review of empirical research regarding graduate students’ preparation for teaching—first focusing on graduate students in statistics, specifically, and second offering what can be learned from studies of graduate students in other disciplines. We conclude with ten research-based recommendations for preparing graduate students to teach statistics, along with practical ideas for how to implement them.

Wellness and Community Modules in a Graduate Teaching Assistant Training Course in the Time of Pandemic

On the basis of our long-standing training programs and teaching the graduate teaching assistant (GTA) training course during the pandemic, I reflect on the importance of personal wellness, community building, and collegiality in GTA training courses. By considering GTA training in terms of four important skill areas: pedagogy, technical, professional, and survival, here I focus on the survival skills. Devoting equal training importance to these skills can lead to strengthening three integral areas of academics: research, teaching, and collegiality.

Graduate Teaching Assistant Training Program at the University of Arizona

The art of effective teaching requires guidance, practice and feedback. The 2000+ undergraduates who enroll in our introductory Human Anatomy and Physiology (PSIO 201/202) courses each year deserve an optimal educational experience; similarly, the Graduate Teaching Assistants (GTAs) who teach the associated labs deserve the professional training to optimize their teaching and presenting skills to further their careers. At University of Arizona, we have developed a three‐pronged approach to enable success in both. 1) The Physiological Sciences Teaching Workshop (PS 697A&B) is a year‐long course designed to help new GTA’s develop and fine tune their teaching techniques by focusing on ‘best practices’ through guest lectures, peer observations and group discussion. This prong emphasizes the development of a teaching philosophy, provides helpful ideas for engaging students and creating an active learning environment in the lab, and provides training in professional skills related to presenting and communicating. 2) Weekly content‐based sessions led by the 201/202 course instructors and lab coordinators focusing on the course‐specific material and experiments to be covered in the upcoming week’s lab, with additional insights and handy hints provided from seasoned TA’s. During these 2–3 hour meetings, GTAs receive lab outlines (prep notes), template slides, perform dissections and experiments, and review slides and anatomical models. They also have the opportunity to give feedback on the previous week’s lab and ask questions about the upcoming lab, enabling continuous fine‐tuning of the labs used each year. Both the Teaching Workshop and the 201 or 202‐Specific Preparation begins each fall with an intensive orientation the week prior to the semester to insure the teaching team is well‐versed with university and department policies and resources, course specific policies and problem solving and are certified in CPR and First Aid. The TW and weekly preparation meetings complement each other to provide a well‐rounded training program for the GTAs fully preparing them to meet the demands of teaching 2 labs of 25–30 students each about the intricacies of the human body. 3) The 3rd prong is the Physiology Forum, a bimonthly seminar series, now in its 10th year, which hosts research presentations required of all our Physiological Sciences graduate students (MS and PhD candidates). Each student presentation is provided with post‐hoc critiques from the full cohort of graduate students and 2 faculty selected on a 2 year rotating basis, resulting in remarkably high quality presentations across the board. Each of these 3 venues provide preparation with respect to content and format, presentation skills and formative feedback. Using student teaching evaluations for the labs, analyses by TA’s on the benefits of the Prep and Workshop sessions, and comments from intra‐ and extramural faculty where our students have presented their work suggests that this combination of hands‐on practice paired with constructive feedback has served our graduate students well as they proceed onto the next steps in their professional careers. Here, we describe the implementation of the specific activities, goals, and learning outcomes that drove the design of our GTA training program.

Training graduate teaching assistants in the geosciences: Our practices vs. perceived needs

In response to calls for reformed teaching practices in college STEM labs and courses, and to support graduate teaching assistants (GTAs) in their general teaching responsibilities, other STEM disciplines have recently increased their focus on GTA training and preparation. However, current practices in GTA training in the geosciences and geoscience faculty values regarding GTA teaching preparation have not been documented. In this study, survey results are used to compile the roles of GTAs in geoscience departments as well as the types and extent of training in which they participate with respect to teaching professional development (PD). Responses indicate that most GTA training depends on the instructor supervising the course (57%), with more formal GTA training coming from university or departmental requirements. Survey results suggest that some barriers to implementing GTA training are similar to those found for faculty teaching PD, including time and funding, along with unsupportive departmental culture. Responses also indicate that although faculty generally rate teaching PD as important for their GTAs, those values do not correlate strongly with the amount of training their department currently provides.

Training graduate teaching assistants: What can the discipline offer?

Graduate teaching assistants (GTAs) provide an invaluable contribution to higher education, yet their role is often overlooked and understudied. We report on a UK-based study to describe the experience and views of GTAs with particular focus on training and professional development. Our findings draw from a survey of 32 GTAs along with informal group discussions with a small number of undergraduates and academic staff. A key theme from our project is the value of subject-specific training. We explore this issue and raise the possibility that in addition to university departments, learned societies and academic associations within the discipline may have a role to play in providing pedagogical training for GTAs and early career academics.

The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices.

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K-12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices.

Enhancing GTAs’ Teaching Effectiveness through a Professional Development Program: A case study of GTAs at Kansas State University

An unfortunate assumption within higher education is that anyone with an advanced degree can also be an effective teacher. Indeed, a teacher’s degree level has tended to be the most widely studied metric of his/her educational attributes. However, research has demonstrated that a teacher’s degree level has little to do with his/her students’ educational performance (e.g., Goldhaber, 2002). Aside from possessing an advanced degree, there also appears to be an implicit assumption that someone with an advanced degree most likely has teaching experience by means of a graduate teaching assistant (GTA) position, thus further qualifying him/her to teach at the collegiate level. Although having a GTA position may offer beneficial teaching experience, this cannot be considered a formal training program. Related to this point, Savage and Sharpe (1998) argue that there are relatively few sources of formal GTA training with higher education and equate the first year of teaching for many GTAs as a “survival stage” (p. 130), referring to the tendency for new GTAs to be “thrown-in” to the classroom and expected to teach well.