Teaching Assistant Training Research Articles

Replication in educational interventions: developing a tool to measure and promote fidelity

ABSTRACT The impact of many interventions weakens during the scaling up process and low fidelity of implementation (i.e. delivering an intervention but not as it was intended) may explain why. In this paper we introduce, discuss, and exemplify the use of a framework for developing fidelity tools that aim to measure and promote fidelity of implementation. The framework includes four steps that are typical of the development of new psychological and educational measures: conception, piloting and revision, implementation, and evaluation. We exemplify the use of the framework by describing the activities we carried out and the reasons for the choices we made in each stage to develop a tool to assess and promote fidelity in the scaling up of the Improving Working Memory Plus Arithmetic (IWM+A) intervention in a randomized controlled trial, involving 201 schools. In the scaling up process we used the train-the-trainer model. Twelve teacher leaders, who were trained by the programme developers, trained teaching assistants (the end users) who then delivered the intervention to children in the intervention schools (N = 100). We describe the intervention, the training model, and the process of developing, piloting, implementing, and evaluating the tool.

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/ .

A generalizable teaching assistant training module for predoctoral courses: A needs assessment.

A generalizable teaching assistant training module for predoctoral courses: A needs assessment.

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.

Improving Robot-Assisted Virtual Teaching Using Transformers, GANs, and Computer Vision

This study aims to enhance the efficacy of personalized learning paths by amalgamating transformer models, generative adversarial networks (GANs), and reinforcement learning techniques. To refine personalized learning trajectories, the authors integrated the transformer model for enhanced information assimilation and learning path planning. Through generative adversarial networks, the authors simulated the fusion and interaction of multi-modal information, refining the training of virtual teaching assistants. Lastly, reinforcement learning was employed to optimize the interaction strategies of these assistants, aligning them better with student needs. In the experimental phase, the authors benchmarked their approach against six state-of-the-art models to assess its effectiveness. The experimental outcomes highlight significant enhancements achieved by the authors' virtual teaching assistant compared to traditional methods. Precision improved to 95% and recall to 96%, and an F1 score exceeding 95% was attained.

A Case Study of a Multi-Institution Replication of a Comprehensive GTA Teacher Training Program

ABSTRACT A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being adapted and replicated at two peer institutions. Using a case study approach, this paper outlines the development of the program components, which include a first-year teaching seminar, peer mentoring and support from a peer TA Coach, a Critical Issues in STEM Education seminar, and K–12 outreach to inform understanding of the pipeline. Additionally, adaptations due to institutional context and the impact of the Covid-19 pandemic are described. Implications for components of the comprehensive program, based on GTA-provided feedback, 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.

Empowering Teaching Assistants to Support Students: Impact of Training and Experience on Perceptions and Practices

Teaching assistants (TAs) have a major impact on the undergraduate science student experience, and therefore training TAs is critical to support engagement and learning. We ran a one-day TA training program for two years and found that participation in the program increased TAs’ reflective practice and student-centered teaching over a semester of teaching. Open-ended pre-survey responses indicated that in addition to wanting to learn pedagogical approaches, TAs sought help managing challenging situations and student behaviour. Post-surveys confirmed that the program fulfilled most learning goals of TAs and they subsequently applied the new teaching approaches. Participants indicated high levels of empowerment within their teaching roles across the cognitions of impact, competence and meaningfulness, but low self-determination. All aspects of empowerment increased with experience.

Analysis of Two-Piano Teaching Assistant Training Based on Neural Network Model Sound Sequence Recognition.

In today's society, with the gradual improve5ment of material living standards, people are also more in pursuit of their own spiritual enjoyment. The study of piano has gradually become a way for people to enrich their spiritual life, and more and more people attach importance to it. In the field of piano teaching, the two-piano method is a unique form of playing the piano. In order to solve the problem that the recognition accuracy of the sequence of two pianos is seriously reduced in the environment of noise and reverberation, this paper proposes an auxiliary training analysis system based on the neural network model. Firstly, in order to learn the nonlinear relationship between the sound order and the target task label from the massive data, a multitask preprocessing method combining speech enhancement and detection is used to supervise the deep neural network training. Then, convolutional neural network is used to construct the end-to-end recognition system, and the initial recognition results are checked and corrected by the phonological sequence model. Finally, the sequence recognition is carried out under the condition of noise, and the articulation is improved by speech enhancement front-end module, and then the sequence recognition model is used for recognition. Compared with traditional training methods, it is proved that our method is effective in improving the training efficiency and performance quality of players. At the same time, this method breaks through the limitation of traditional training method of double piano, creates a more scientific training means, and realizes the practice and application of artificial intelligence technology in the teaching of double piano.

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.

Near Peer POCUS Education Evaluation.

Objective: At Texas College of Osteopathic Medicine (TCOM), point of care ultrasound (POCUS) is taught to medical students in conjunction with trained medical student teaching assistants (TAs). The purpose of our study is to evaluate the effectiveness of near peer teaching in the setting of ultrasound education. We hypothesized that this would be the preferred learning technique among TCOM students and TAs. Methods: To evaluate our hypotheses about the value of near peer instruction, we created two comprehensive surveys for students to share their experiences with the ultrasound program. One survey was for general students and the other survey was for students designated as TAs. The surveys were sent via email to second and third-year medical students. Results: General Student Population Survey Results: Of the 63 students who took the survey, 90.4% agreed that ultrasound is an integral part of medical education, 79.4% of students either agreed or strongly agreed that ultrasound improves their understanding of systems-based course material, 53.9% of students prefer near peer techniques over other teaching methods, while only 38.7% of students would prefer faculty-led sessions. 73% of students agreed that their ultrasound skills have improved with peer-led sessions, 71.4% of students agreed that peer-led sessions have made them want to pursue additional ultrasound training, and 96.8% of students report that they are very likely or somewhat likely to use POCUS in their future practice. Ultrasound Teaching Assistant Survey Results: Nineteen TAs responded to the survey, of which 78.9% assisted with more than 4 teaching sessions, 84.2% attended more than 4 TA training sessions, 94.7% reported spending additional time practicing ultrasound outside of TA activities each week, 100% agreed or strongly agreed that being an ultrasound TA has helped their medical education, and 78.9% either agreed or strongly agreed that they feel competent in their ultrasound skills. Among TAs, 78.9% preferred near peer techniques over other teaching methods, 100% agreed or strongly agreed that being a TA has helped develop their ultrasound skills, and 100% were likely or very likely to use POCUS in their future practice. Conclusions: Based on the results of our surveys, we were able to conclude that near peer teaching is the preferred learning method among students at our institution, and TCOM students found ultrasound to be a beneficial adjunct to systems courses in medical school education.

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.

A Qualitative Study of Experienced Course Coordinators’ Perspectives on Assessment in Introductory Programming Courses for Non-CS Majors

Assessment plays an important role in education and can both guide and motivate learning. Assessment can, however, be carried out with different aims: providing the students with feedback that supports the learning (formative assessment) and judging to which degree the students have fulfilled the intended learning outcomes (summative assessment). In this study, we explore the instructors’ perspective on assessment within the context of introductory programming courses offered to non-computer-science majors at a public tuition-free state-funded university in a Nordic country. These courses are given to a large number of students and also employ several teaching assistants (TAs). We used constructivism as a basis for our study and investigated how instructors implement formative and summative assessments, how they view their role, and what expectations they have of their TAs in these assessments. We interviewed seven course coordinators (main instructors for introductory programming courses with additional administrative duties but without formal responsibility of the grading) and analyzed 205 course artifacts, such as syllabi, lab assignment instructions, and course material from the cross-department TA training course. The results showed that course coordinators use formative and summative assessments both separately and within the same activity. They view themselves as responsible for the assessments, as the planners and material developers, as the organizers and administrators, and as monitors of the assessments. However, the results also showed that these course coordinators delegate much of the responsibility for the assessments to their TAs and expect TAs to both grade the students and provide them with feedback and guidance. In addition, the TAs are also expected to act as informants about their students’ performance. The course coordinators’ role entails many different aspects, where communicating through instructions to both students and TAs is essential. We see that this implementation of assessment, with lots of responsibility distributed to the TAs, could be difficult to manage for a single faculty member who is not necessarily responsible for the grading. Based on the results, we outline some recommendations, such as offering TA training.

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.

Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience.

Course-based research experiences (CREs) are designed to engage students in authentic scientific experiences that are embedded into a standard curriculum. CREs provide valuable research experiences to large numbers of undergraduate biology students, however, CRE implementation can require many personnel. Because limited personnel may be a barrier to widespread CRE implementation, our goal was to discover which personnel students valued throughout a CRE and the ways they were valuable. We investigated students’ perceptions of personnel resources throughout a semester-long CRE using two survey approaches. Using a text message survey administered multiple times per week, real-time data was collected about which personnel resource students perceived to be the most helpful. Using a web-based survey administered five times throughout the semester, retrospective data was collected about how often students used each personnel resource and how helpful students perceived each personnel resource to be. Graduate teaching assistants (TAs) were consistently selected as the most helpful personnel resource by the majority of respondents throughout the semester, with most respondents describing graduate TAs providing project-specific feedback. Although less frequently, undergraduate TAs were also consistently selected as the most helpful personnel resource. Respondents described undergraduate TAs providing project-specific feedback, general feedback, and project-specific resources. Data from the retrospective, web-based survey largely mirrored the real-time, text message survey data. Throughout the semester, most respondents reported using graduate TAs “Often” or “Always” and that graduate TAs were “Very” or “Extremely” helpful. Throughout most of the semester, most respondents also reported using undergraduate TAs “Often” or “Always” and that undergraduate TAs were “Very” or “Extremely” helpful. The results of this descriptive study underscore the importance of graduate and undergraduate TAs in the development and implementation of CREs, emphasizing the need for departments and course coordinators to be intentional in planning TA training that prepares TAs to fulfill their critical role in CRE implementation.

The nature and causes of children's grammatical difficulties: Evidence from an intervention to improve past tense marking in children with Down syndrome.

Children with language learning difficulties frequently display problems learning grammar. One such group is children with Down syndrome. This study evaluates the effectiveness of an intervention to teach the use of the regular simple past tense to children with Down syndrome. Trained teaching assistants delivered the intervention for 20min per day for 10weeks. We conducted a Randomised Controlled Trial, with a waiting list control design in which the Intervention group (N=26) received the intervention immediately, while the delayed intervention group (N=26) received the intervention later. Immediately following the intervention, the intervention group showed significantly larger gains in the use of regular simple past tense forms (d=1.63 on a composite measure of simple past tense formation) as well as generalisation to verbs not explicitly taught. In addition, following the intervention children made overregularisation errors by incorrectly using regular simple past tense marking for irregular verbs; such errors support the claim that children had acquired generative knowledge underlying past tense marking. The delayed intervention control group showed identical benefits from the intervention when they received it, and the gains shown by the intervention group were maintained at follow up testing. This study shows that children with Down syndrome, who display severe language difficulties, can be taught to use simple past tense marking. The theoretical and applied implications of these findings for understanding the nature, causes and treatments of children's language difficulties are discussed.

Reimagining ITA training: promoting student-scholars’ agency

Abstract The practice of international teaching assistant (ITA) training across US institutions has been centred around a traditional model of native speakerism that expects ITAs to acquire the American communication paradigm through pre-made pronunciation and comprehension drills and exercises. Such practice tends to isolate the teaching of listening, speaking, and pronunciation from ITAs’ profound academic background, linguistic competence, and agency. This paper reports on an empowering ITA training curriculum that personalizes and professionalizes learning for international young scholars by promoting their accountability, responsibility, decision-making, and agency. Rather than approaching ITA training from traditional repeat-after-me pronunciation exercises and instructor-centred lectures, our approach leads to vital strides in ITAs becoming confident users of English with tools they need in their future academic endeavours. The curriculum also prepares them for academic success by creating a community of ITAs who learn through using compelling and professionally meaningful topics and materials.

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

Maximising university education through improved teaching assistant training

Teaching assistants (TAs) play a key role in helping undergraduate university students with their studies. However, there is a lack of formal training provided to TAs and their role is not always clearly defined. Project Associate Professor Mio Tsubakimoto, University of Tokyo, Japan, is seeking to make improvements to this situation by enhancing the education provided to TAs and, in the process, improving university education. FIrst, Tsubakimoto set out to understand the role played by TAs from the perspective of students, teachers and the TAs themselves and build a picture of the set of skills and techniques that make a good TA. To do this she qualitatively and quantitatively studied how the different classes and lectures that make up First Year Seminars (FYS) were taught, as well as surveying TAs, with a view to implementing improvements to TA training. These investigations led to the development and distribution of a guide for TA training and content that incorporates active learning. Following two years of training TAs using the guide, Tsubakimoto repeated the surveys in order to assess the ways in which the implementation of the guide had enhanced TA performance. She found that the presence of trained TAs led to improved student and faculty performance. The research underlined the benefits of the presence of trained TAs in the classroom for university learning, both for the students and for the TAs themselves, enabling them to reach their full potential.