Development of an Advanced Training Course for Teachers and Researchers in Chemistry

Abstract

Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded PhD candidates.The goals of the course are to build ethics, critical thinking, and a positive self-image as a teacher through the use of a variety of pedagogical tools. Concurrently, the GTAs are transitioned into independent researchers with the skills to prepare written reports and oral presentations. The goals of this course were achieved based on the results of participant feedback. The experience gained and issues identified from the course may be used to guide future training courses.

Developing and Evaluating a Graduate Student Teaching Assistant Training Course in the Chemistry Department of a Large American University

“…Recently, we revised the seminar, incorporating recommendations from the literature on the use of evidence-based teaching methodologies at the tertiary level. , For instance, the course now discusses factors that influence student learning , to equip t-GTAs with knowledge so that they might better support student learning. ,, Invited speakers, selected based on their area of expertise, are also asked to discuss and model pedagogical strategies to show t-GTAs how to make a classroom a more engaging and productive environment for teaching and learning. ,− Speakers came from on- and off-campus, ranging from experienced GTAs (hereafter referred to as e-GTAs) to staff and faculty (please see our Supporting Information section for further details on whom we have chosen for each session and why, see Table S2). The restructured class also ran for 8 weeks.…”

“…However, GTAs often receive little to no effective education or professional development (PD) to prepare them for their roles, ,− and there remains limited research on what types of PD would be most beneficial to GTAs . Programs to support GTA teaching include both short and long-term programs, from several-day general orientations to semester-long courses. ,,,− These programs contain a variety of elements, such as microteaching opportunities, lesson studies, GTA mentoring, or feedback on teaching (see review by Gardner and Jones).…”

Teasing apart the impacts of curriculum and professional development on teaching assistants’ teaching practices

“…One-time, pre-semester workshops are the predominant mode of PD for TAs [ 37 ], despite studies suggesting that one-time workshops are often ineffective in changing instructors’ teaching practices [ 38 ]. Sustained, multi-session PD programs can be successful in shifting TAs’ ideas about teaching, and/or TAs’ teaching practices in the classroom [ 24 , 25 , 29 , 35 , 36 , 39 – 41 ]. For example, multi-session PD programs have resulted in increased use of student-centered teaching practices [ 36 ], changes in TAs’ attitudes and ideas about teaching [ 29 ], and TAs reporting increased knowledge of topics covered during PD [ 39 ].…”

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

“…We have reported on an intensive training program 1 and an advanced training course 2 for graduate teaching assistants (GTAs) in chemistry. Since the writing of these papers and pre-COVID-19, our work has been extended to encompass holistic approaches to training GTAs, including community building.…”