Reflecting Upon Teaching Assistant Roles in Higher Education through Participatory Theater

2016 ◽  
pp. 217-238 ◽  
Author(s):  
Joe Norris
Keyword(s):  
Higher Education ◽  
Teaching Assistant ◽  
Participatory Theater

scholarly journals Genuine students as partners: How a Teaching Assistant Consultant program put students as partners into practice

2018 ◽  
Vol 2 (2) ◽  
pp. 106-114
Author(s):  
Gerry Gourlay ◽  
Cynthia Korpan
Keyword(s):  
Higher Education ◽  
Graduate Student ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Power Sharing ◽  
Learning And Teaching ◽  
Student Leader ◽  
Teaching In Higher Education ◽  
Do So

In this case study, a graduate student and staff member show how an institution wide program, aimed at enhancing learning and teaching in higher education, exemplifies Matthews’s (2017) “Five Propositions for Genuine Students as Partners Practice” at the department level. To do so, we describe the five propositions in relation to the Teaching Assistant Consultant (TAC) program that positions a graduate student leader in each department to support new Teaching Assistants (TAs). Through comparison, we look at how the program is inclusive, exhibits strong power-sharing capabilities through continual reflection and conversation, is ethical, and is strongly transformative.

scholarly journals Teaching Assistant Competencies in Canada: Building a Framework for Practice Together

2015 ◽  
Vol 8 ◽  
pp. 219 ◽  
Author(s):  
Cynthia Korpan ◽  
Suzanne Le-May Sheffield ◽  
Roselynn Verwoord
Keyword(s):  
Higher Education ◽  
Graduate Student ◽  
Interest Group ◽  
Special Interest ◽  
Teaching And Learning ◽  
Teaching Assistant ◽  
Development Framework ◽  
Multiple Contexts ◽  
Flexible Framework ◽  
Consultative Process

This paper examines the stages of development for a framework of teaching assistant (TA) competencies initiated by the Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group (SIG) of the Society of Teaching and Learning in Higher Education (STLHE). TAGSA initiated an iterative consultative process to inform the creation of the competencies that sought input from the STLHE community on four occasions. At each stage of the consultations, the competencies were formed and re-formed, their purpose and value debated, and the challenges of creating a development framework recognized. This process, described in this paper, resulted in a clear, succinct and flexible framework that can be used across institutions in multiple contexts.

scholarly journals Automatic essay assessment: Effects on students’ acceptance and on learning-related characteristics

Psihologija ◽  
2016 ◽  
Vol 49 (4) ◽  
pp. 469-482 ◽  
Author(s):  
Eva Seifried ◽  
Wolfgang Lenhard ◽  
Birgit Spinath
Keyword(s):  
Higher Education ◽  
University Students ◽  
Software Tool ◽  
Teaching Assistant ◽  
Software Tools ◽  
Capacity Constraints ◽  
The Real ◽  
University Instructors ◽  
Achievement Aspirations ◽  
Subjective Learning

When capacity constraints hinder university instructors? ability to give feedback, software tools might provide a remedy. We analyzed students? acceptance of automatic assessments and the development of learning-related characteristics such as motivation, achievement aspirations, and subjective learning. We randomly assigned university students to four groups that differed with regard to the real and assumed source of assessment of students? texts (i.e., teaching assistant or software tool). Data from N = 300 students were analyzed. Assessments were less accepted when presumably coming from the software tool. Students mostly preferred human graders over computers in teaching in general, but this preference was weakened for some situations when students assumed they were being assessed by the software tool. Nevertheless, students saw some general merits to assessment by computers, and the development of learning-related characteristics was not affected by the real or assumed source of assessment. Thus, combining feedback from software tools and human graders seems to be a feasible way to expand feedback capacities in higher education.

scholarly journals From Teaching Assistant Training (TA) to Workplace Learning

2014 ◽  
Vol 7 (2) ◽  
pp. 149
Author(s):  
Cynthia Korpan
Keyword(s):  
Higher Education ◽  
Workplace Learning ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Learning Theories ◽  
Learning Approach ◽  
Learning Situation ◽  
Teaching Assistant Training ◽  
Apprenticeship Model

In this paper, I propose a renewed look at how teaching assistants (TAs) are being prepared to fulfill their duties in higher education. I argue that the apprenticeship model of learning that is currently in use be replaced by the more holistic workplace learning approach. Workplace learning theories take into consideration the complexity of the learning situation of the TA.

scholarly journals Human-Robot Teaming Configurations: A Study of Interpersonal Communication Perceptions and Affective Learning in Higher Education

2021 ◽  
Vol 4 ◽  
pp. 123-132
Author(s):  
Bryan Abendschein ◽  
Chad Edwards ◽  
Autumn Edwards ◽  
Varun Rijhwani ◽  
Jasmine Stahl
Keyword(s):  
Higher Education ◽  
Interpersonal Communication ◽  
Teaching Assistant ◽  
Affective Learning ◽  
Social Robots ◽  
Social Robot ◽  
Power Structures ◽  
Lead Teacher ◽  
Teaching Teams ◽  
The Individual

Technology encourages collaboration in creative ways in the classroom. Specifically, social robots may offer new opportunities for greater innovation in teaching. In this study, we combined the established literature on co-teaching teams with the developing field of machine actors used in education to investigate the impressions students had of different team configurations that included both a human and a robot. Participants (N = 215, age: M = 24, SD = 8.67, range 18–69) saw one of three teams composed of a human and a social robot with different responsibilities present a short, prerecorded lecture (i.e., human as lead teacher-robot as teaching assistant, robot as lead teacher-human as teaching assistant, human and robot as co-teachers). Overall, students rated the human-led team as more appealing and having more credibility than the robot-led team. The data suggest that participants would be more likely to take a course led by a human instructor than a social robot. Previous studies have investigated machine actors in the classroom, but the current findings are unique in that they compare the individual roles and power structures of human-robot teams leading a course.

scholarly journals Requirements for Using e-learning in the physical learning environment at Higher Education from the Point of View of Educational Specialists

2019 ◽  
Vol 3 (22) ◽  
Author(s):  
Rehab Bashir Hassan Al-Awad ,  Hatem Abdel Maged El-Sadek
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching Assistant ◽  
Educational Environment ◽  
Point Of View ◽  
Teaching Staff ◽  
Physical Learning Environment ◽  
E Learning ◽  
Descriptive Method

The study aimed to identify the necessary requirements needed for employing eLearning in the physical learning environment from the point of view of the teaching staff. In this study the researcher employed the analytical descriptive method and the size of the sample in which the study was applied was (127) individuals from the teaching staff with a degree of a teaching assistant and above, The researcher has employed questionnaire technique as a study tool, and the most important findings of the study are: The study has come to the fact that the majority of the researchers managed to answer the study areas which are summarized in the requirements needed for employing e. learning by the educational environment which was specified by this study، these requirements are vitally important from the point of view of the teaching staff. And the most important recommendations of the study are: Providing all the requirements needed to put e. learning into practice in the physical educational environment which was determine by the study to employ eLearning in the institutions of the higher education in Sudan.

scholarly journals From Learning Theory to Academic Organisation: The Institutionalisation of Higher Education Teaching Assistant Position in China

2018 ◽  
Vol 7 (3) ◽  
pp. 124 ◽  
Author(s):  
Chandu Lal Chandrakar ◽  
Yuan Bentao
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Academic Integrity ◽  
Teaching Assistants ◽  
Equal Opportunity ◽  
Academic Staff ◽  
Teaching Assistant ◽  
Higher Education System ◽  
Teacher Assistants ◽  
And Training

This exploratory study critically investigates the teaching assistant regulations of higher education institutions of China. On the basis of content analysis of the teaching assistant regulations of five premier universities of China this study analyses the possible discrepancies that might compromise the principles of transparency, equal opportunity and encouraging excellence as stipulated in the vision, mission, and goal of the regulations. Teacher assistants do make more than two third of the academic staff at the universities in China. Besides, China has a second largest higher education system in terms of scale in the world. Practices of sharing skills and imparting knowledge at these institutions have been intermediated by a semi-institutionalized position, called ‘teacher assistants’. It’s therefore, the informal submission of assignments without record at the PhD level questions the purpose of integrity and academic freedom of the higher education at the universities. On the basis of an instrumentalised framework guided by the dimensions of decision making and learning organization theories this study using content analysis has formulated the recommendations for the institutions while selecting and training the students as teaching assistants. A critical but logical illustration of the teaching assistant regulations has also been detailed regarding academic integrity in this study.

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