Tips for TA’s. The role of the physics teaching assistant

1983 ◽  
Vol 21 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Michael J. Bozack
Keyword(s):  
Teaching Assistant ◽  
Physics Teaching

Role of Peer Mentoring in Psychology Teaching Assistant Development

2012 ◽  
Author(s):  
Michael Amlung ◽  
Melissa Dengler ◽  
Elizabeth Simpson ◽  
Brian Stone ◽  
Grace Williams ◽  
...  
Keyword(s):  
Peer Mentoring ◽  
Teaching Assistant

scholarly journals Using the Engagement Profile to Design an Engaging Robotic Teaching Assistant for Students

Robotics ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 21 ◽  
Author(s):  
Martin Cooney ◽  
Wolfgang Leister
Keyword(s):  
Graduate School ◽  
Humanoid Robot ◽  
Development Process ◽  
Teaching Assistant ◽  
Faculty Members ◽  
Educational Materials ◽  
Wizard Of Oz ◽  
Teachers And Students ◽  
Future Work

We report on an exploratory study conducted at a graduate school in Sweden with a humanoid robot, Baxter. First, we describe a list of potentially useful capabilities for a robot teaching assistant derived from brainstorming and interviews with faculty members, teachers, and students. These capabilities consist of reading educational materials out loud, greeting, alerting, allowing remote operation, providing clarifications, and moving to carry out physical tasks. Secondly, we present feedback on how the robot’s capabilities, demonstrated in part with the Wizard of Oz approach, were perceived, and iteratively adapted over the course of several lectures, using the Engagement Profile tool. Thirdly, we discuss observations regarding the capabilities and the development process. Our findings suggest that using a social robot as a teaching assistant is promising using the chosen capabilities and Engagement Profile tool. We find that enhancing the robot’s autonomous capabilities and further investigating the role of embodiment are some important topics to be considered in future work.

scholarly journals An Overview of the Teaching Assistant Consultant Program for Developing Competency in Novice Engineering Graduate Teaching Assistants

2017 ◽  
Author(s):  
Kush Bubbar ◽  
Alexandros Dimopoulos ◽  
Cynthia Korpan ◽  
Peter Wild
Keyword(s):  
Student Teaching ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Specific Model ◽  
Dynamic Learning ◽  
Graduate Teaching ◽  
International Teaching ◽  
Specific Implementation ◽  
The University

As engineering education strives to progress towards a student-centric learning model, a competency gap with future educators becomes more apparent. In particular, the expectation of graduate student teaching assistants (GTAs) in attaining teaching competency to support this dynamic learning environment, often without sufficient training, is unrealistic.In the following paper, we present an implementation of the flexible Teaching Assistant Consultant (TAC) program, which serves to support the development of novice GTA competencies using a discipline-specific model with emphasis on assisting the unique challenges of international teaching assistants.We introduce the specific role of the TAC in terms of core principles and deliverables, and the strategic structure of the campus wide program at the University of Victoria. We conclude by detailing the specific implementation of the program in engineering by illustrating the role and deliverables of the engineering TAC.

The role of books in physics teaching

1975 ◽  
Vol 10 (2) ◽  
pp. 69-72 ◽  
Author(s):  
Poul Thomsen
Keyword(s):  
Physics Teaching

Modelling in physics teaching: the role of computer simulation

1991 ◽  
Vol 13 (3) ◽  
pp. 243-254 ◽  
Author(s):  
G. Andaloro ◽  
V. Donzelli ◽  
R. M. Sperandeo‐Mineo
Keyword(s):  
Computer Simulation ◽  
Physics Teaching

scholarly journals MS-Excel Spreadsheet Applications in Introductory UnderGraduate Physics-A Review

2020 ◽  
Vol 5 (3) ◽  
pp. 48-52 ◽  
Keyword(s):  
Science Teachers ◽  
Physics Teaching ◽  
Physical Systems ◽  
Excel Spreadsheet ◽  
Desktop Computers ◽  
Virtual Laboratories ◽  
Electric And Magnetic Fields ◽  
Role Of Information ◽  
Real World Problems

The role of information technology has been quite instrumental in bringing improvisations in the the field of pedagogy. The institutions are shifting to ICT based techniques, because teaching science subjects with ICT based simulations has partially replaced the requirements of laboratories along with enhancement of conceptual understanding of the students. Presently, many science teachers prefer to use self made spreadsheet computer simulations and virtual laboratories. For example, the most common MS-Excel spreadsheet can be programmed to imitate the movement of many physical systems such as a motion of projectile, trajectory of charged particle in electric and magnetic fields; and motion of particle in a box. Excel spreadsheet is frequently available on desktop computers, and because of their massive data manipulation functions and powerful plotting facilities they are finding increasing use in physics teaching. This review paper highlights the role of MS-Excel spreadsheet in simulating many real world problems in the teaching of Physics.

scholarly journals Training action for physics teachers: an application of problem-based learning

2022 ◽  
Vol 2159 (1) ◽  
pp. 012017
Author(s):  
R Prada Nuñez ◽  
C A Hernández-Suarez ◽  
A A Gamboa Suarez
Keyword(s):  
Problem Based Learning ◽  
Radical Change ◽  
Problem Situation ◽  
Physics Teaching ◽  
Physics Teachers ◽  
Teachers Perceptions ◽  
Starting Point ◽  
Post Test ◽  
Quasi Experimental

Abstract The teaching of problem-based learning is a didactic approach that requires a radical change in the role of the physics teacher because it is focused on learning, research, and reflection that students follow to reach a solution to a problem situation as a starting point for the acquisition and integration of knowledge in science. The results of a training action for physics teachers on the implementation, their perceptions, and perspectives on the feasibility of the problem-based Learning approach are presented. The study is quasi-experimental in nature with pre-test and post-test in the study variables. The results suggest that the teachers’ perceptions are positive, which is why they consider that its implementation in teaching is viable, however, they need more elements that facilitate their execution in the classroom, such as understanding the theoretical foundations and their pedagogical use successful in the classroom. It is concluded that, for the physics teaching process, problem-based learning is an innovation because it allows the student to learn actively, in which inquiry is relevant for the development of skills and appropriation of knowledge, which in the framework of natural sciences leads to the reconstruction of the scientific method.

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