scholarly journals A Qualitative Investigation of the Interactions of Students with Graduate and Undergraduate TAs in General Chemistry Laboratories

2021 ◽  
Vol 11 (10) ◽  
pp. 655
Author(s):  
Angela Thien Huong Nguyen ◽  
Xavier D Antoine-Goeas ◽  
Muhammad Sulman ◽  
Linh Le Vuong Tra ◽  
Charles T Cox ◽  
...  
Keyword(s):  
General Chemistry ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Chemistry Laboratory ◽  
Undergraduate Teaching ◽  
Laboratory Observation ◽  
Verbal Interactions ◽  
Graduate Teaching ◽  
Chemistry Laboratories ◽  
Observation Protocol

A new teaching assistant model was adopted and qualitatively assessed for the general chemistry laboratory, in which both an undergraduate and a graduate teaching assistant provided instruction to students during the lab. Verbal interactions between graduate and undergraduate teaching assistants were recorded, transcribed, and coded using the modified Laboratory Observation Protocol for Undergraduate STEM (LOPUS). The codes were applied to capture how discussions, questioning, and explanations were conducted. In addition, the content discussed was coded to identify specific areas that pose challenges for students. Sizable differences were not observed between the number of interactions of the initiation, explanation, and questioning codes between graduate and undergraduate teaching assistants. Of the interactions, 77% focused on questions and discussions regarding the experimental setup. Discussions on the implications with regards to the effective use of undergraduate and graduate teaching assistants in chemistry laboratories are included.

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.

scholarly journals More than Marking: Experiences as Undergraduate Design Teaching Assistants

2017 ◽  
Author(s):  
Wyatt N. MacNevin ◽  
Bridget McCloskey ◽  
Libby Osgood
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Vertical Integration ◽  
Teaching Assistants ◽  
Student Assessment ◽  
Teaching Assistant ◽  
Project Based Learning ◽  
Undergraduate Teaching ◽  
Teaching Role ◽  
Development Of Students

Incorporating aspects of vertical integration into project based learning through the use of undergraduate design teaching assistants is acomplicated approach in engineering education. From a student's perspective, this paper will address topics of student assessment, qualifications and expectations, issues associated with rubrics, evaluation of fellow students, design subjectivity, and overall recommendations. This experience is valuable to engineering educators as it not only highlights the development of students with undergraduate teaching assistants, but also the development of the teaching assistants themselves. This paper examines the benefits, challenges, and considerations experienced in engineering design courses with undergraduate TA's from the perspective of an undergraduate student – first as a student, and then from a teaching role as a teaching assistant.

What Should Graduate Teaching Assistants Know about Teaching?

1993 ◽  
Vol 20 (2) ◽  
pp. 84-88 ◽  
Author(s):  
Joseph Lowman ◽  
Virginia Andreoli Mathie
Keyword(s):  
Content Analysis ◽  
Theoretical Model ◽  
Effective Teaching ◽  
Teaching Assistants ◽  
Professional Socialization ◽  
Teaching Assistant ◽  
Two Dimensions ◽  
The Other ◽  
Graduate Teaching ◽  
The Common

This article reports results of a content analysis of 18 teaching assistant (TA) manuals. Topics were divided into four major categories of tasks: professional socialization, intellectual, interpersonal, and organizational. Twenty-six of the 103 topics identified were included in more than 50% of the manuals. Among the common topics, more topics were included from the categories dealing with intellectual and interpersonal tasks than from the other two categories, highlighting the importance of these two dimensions of effective teaching, which is consistent with Lowman's (1984) theoretical model. The topic outline provided by our study could serve as a model for TA manuals.

Students’ perceptions of common practices, including some academically dishonest practices, in the undergraduate general chemistry classroom laboratory

2018 ◽  
Vol 19 (4) ◽  
pp. 1142-1150 ◽  
Author(s):  
K. Christopher Smith ◽  
Adrian Sepulveda
Keyword(s):  
General Chemistry ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Teaching Assistant ◽  
Likert Scale ◽  
Chemistry Laboratory ◽  
General Chemistry Laboratory ◽  
Laboratory Report ◽  
Common Practices ◽  
Classroom Laboratory

In this study 635 general chemistry I and general chemistry II students completed a 40-item Likert-scale survey on their opinions of various practices, including some academically dishonest practices, that might occur in the general chemistry laboratory. The practices surveyed were focused on areas including preparation before coming to the laboratory, getting help with the pre-lab assignments, various decisions made by the teaching assistant or laboratory instructor, getting help with the calculations and questions required by the laboratory report, and various methods of obtaining data in the laboratory. An exploratory factor analysis of the results was conducted to identify the underlying factors in the survey, and the scores of the general chemistry I and general chemistry II students along these factors were compared. The findings were generally consistent with results in the literature, but also provided implications for students’ enculturation into chemistry and science as they progressed through their general chemistry coursework.

Using Undergraduate Teaching Assistants in a Research Methodology Course

1998 ◽  
Vol 25 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Patricia McKeegan
Keyword(s):  
Research Methodology ◽  
Teaching Assistants ◽  
Learning Experience ◽  
Teaching Assistant ◽  
Undergraduate Teaching ◽  
In The Beginning

In this article, I describe an undergraduate teaching assistant (TA.) program in which TAs engage in the complementary activities of course preparation, course instruction, and l-on-l tutorial assistance. Questionnaires completed by students enrolled in the beginning methodology course and from undergraduates serving as> TAs indicated that both groups viewed the program as a learning experience. Seventy-three percent of the TAs rated their work as an excellent learning experience. Over 91% of the students who worked with the teaching assistants rated the help they received as good to excellent.

scholarly journals A Graduate Teaching Assistant Workshop in a Faculty of Science

1969 ◽  
Vol 39 (2) ◽  
pp. 101-120
Author(s):  
Dik Harris ◽  
Laura April McEwen
Keyword(s):  
Teaching And Learning ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Graduate Teaching Assistants ◽  
Graduate Teaching Assistant ◽  
Teaching Fellows ◽  
Active Involvement ◽  
Design And Implementation ◽  
Graduate Teaching ◽  
Canadian Research

This article describes the design and implementation of a workshop on teaching and learning for graduate teaching assistants (GTAs) in a Faculty of Science at a major Canadian research-intensive university. The approach borrows heavily from an existing successful workshop for faculty but is tailored specifically to the needs of GTAs in science in an environment where departmental resources are largely absent. Thus, the workshop is unusual in that it finds a midpoint between centrally administered, discipline-neutral programs and those that are discipline specific. Equally, it is unusual because it was conceived, implemented, and continues to evolve through the active involvement of teaching fellows, themselves GTAs, who receive particular preparation for their role. The approach is discussed in relation to other approaches found in the literature.  

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