Graduate Teaching Assistants and Inquiry-Based Instruction: Implications for Graduate Teaching Assistant Training

Roehrig, Gillian H.; Luft, Julie A.; Kurdziel, Josepha P.; Turner, Jessica A.

doi:10.1021/ed080p1206

Cited by 103 publications

(89 citation statements)

References 8 publications

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“…For example, when building electronic circuits students must be able to think for themselves about how to design and troubleshoot. As a result laboratory demonstrators should not help students by giving them the answer or doing the experiment themselves; instead they need to question the students strategically so they can procure their own answer or process [34], [35]. It has also been found that inquiry-based training improves the effectiveness of demonstrators [36].…”

Section: Training Programsmentioning

confidence: 99%

Improving the Laboratory Learning Experience: A Process to Train and Manage Teaching Assistants

et al. 2015

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This paper describes in detail a successful training program developed for sessional (part-time or nonpermanent) laboratory demonstrators employed in the Electrical Engineering Department of an Australian university. Such demonstrators play an important role in teaching practical concepts and skills in engineering. The success of the program relies on a centralized approach coordinated by a carefully selected Laboratory Manager responsible for the recruitment, allocation, training, and development of sessional teachers, and for assessing student satisfaction with them. The paper examines the overall impact of the program on these teachers': 1) introducing laboratory material; 2) preparation; 3) communication; 4) interest in student learning; 5) ability to respond to questions; and 6) overall effectiveness. Sessional teacher satisfaction with the training program is also examined, and the data were used to inform the program's further development. The results show that the training program successfully improved the demonstrators' teaching skills and thus led to greater satisfaction and hence learning experience of both students and demonstrators.

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Section: Training Programsmentioning

confidence: 99%

Improving the Laboratory Learning Experience: A Process to Train and Manage Teaching Assistants

et al. 2015

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“…Publikasjonene omhandler laeringsassistenters plass i det pedagogiske fellesskap (Butt & Lowe, 2011;Crowe, Ceresola, & Silva, 2013), bruken av laeringsassistenter i ulike undervisningsaktiviteter (Kurdziel, Turner, Luft, & Roehrig, 2003;Nikendei et al, 2008;Opstad, Bonesrønning, & Fallan, 2013) eller aspekter knyttet til utviklingen av laeringsassistenters didaktiske kompetanse (Baroffio et al, 2006;Shiozawa et al, 2010). I de fleste publikasjonene knyttes bruken av laeringsassistenter mot studentsentrerte laeringsaktiviteter som gruppeøvinger, seminarer eller veiledning av akademisk skriving.…”

Section: Sammendragunclassified

Læringsassistenters plass i kvalitetssystemer

Hakel¹

2017

Uniped

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Førstelektor, Seksjon for universitetspedagogikk, Institutt for pedagogikk og livslang laering, Norges teknisk-naturvitenskapelige universitet (NTNU) katja.hakel@ntnu.no SAMMENDRAG I denne artikkelen undersøker jeg laeringsassistenters plass i arbeidet med utdanningskvalitet ved tre norske UH-institusjoner. Selv om nasjonale forskrifter implisitt omfatter bruken av laeringsassistenter som del av kvalitetsarbeidet, viser en komparativ analyse av dokumenter knyttet til kvalitetssystemene ved disse institusjonene at laeringsassistenter er utelatt fra de formelle beskrivelsene av kvalitetsarbeidet. En mulig grunn til dette kan vaere at institusjonene mangler en bevissthet rundt formål og fokus med kvalitetssystemene, og at kvalitetsarbeid både er rettet mot sikring og mot utvikling av utdanningskvalitet, med et fokus på både undervisning og laering. En annen grunn ligger i institusjonenes tilnaerming til bruken av laeringsassistenter. I artikkelen bruker jeg matrisen Aims in Quality Management utviklet av Gynnild (2014, s. 87) for å undersøke hvordan laeringsassistenter kan integreres i kvalitetssystemene på en slik måte at de kan bidra til kvalitetsarbeid rettet mot utvikling av studenters laering.Nøkkelord tiltak, aktør, kvalitetssikring, kvalitetsutvikling, utdanningskvalitet ABSTRACT In this article, I am investigating the place of learning assistants in quality systems at three Norwegian HE-institutions. Even though national regulations regarding educational quality implicitly include the use of learning assistants, a comparative analysis of documents related to quality work at these institutions shows that learning assistants have no place in the formal descriptions of their quality systems. One possible reason could be the institutions' lack of awareness of the purpose of their quality systems, meaning that these aim vaguely at both quality assurance and quality enhancement, related to both teaching and learning. Another reason could be that learning assistants are looked upon more as a measure than as an agent. In this article, I am using the matrix Aims in Quality Management

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“…To facilitate this process as well as to extend the impact of an individual instructor, we trained a cohort of graduate teaching assistants (TAs) to use this teaching approach in multiple sections of inquiry-based laboratory and regular laboratory settings. Despite a few articles that address student-centered TA training in chemistry laboratory courses (3,4), there are no published reports evaluating the application of ST to graduate student TA training in physiology. What follows is an examination of the effects that training TAs in ST had on student attitudes about 1) their perceived laboratory learning experience and 2) their perceived integration of what is learned in the laboratory to their overall understanding of course content.…”

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confidence: 99%

Training TAs in scientific teaching for the human physiology and anatomy laboratory

Chen

Kimball

Frederick

et al. 2013

Advances in Physiology Education

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SCIENTIFIC TEACHING (ST) is a method developed nearly a decade ago by Handelsman and colleagues (2) in which instructional practice in undergraduate science is based on current educational research findings and established best practices. The ST approach uses a process in which all students, especially those in courses with large enrollments, are more actively engaged in learning compared with traditional lecture-based courses.Unique to ST is an active learning and inquiry-based framework that aims to ensure that the needs of students with diverse learning styles and backgrounds are addressed. Furthermore, students' ongoing progress toward achieving the course learning goals can be assessed dynamically (e.g., via in-class responses while students are engaged in the process of learning) and at higher cognitive levels (e.g., beyond rote memorization), as demonstrated by Bloom's taxonomy of learning domains (1). When integrated into a curriculum, ST methods have been shown to improve student knowledge retention because participation in these structured activities and group discussions has been shown to facilitate the identification of misconceptions, construction of new knowledge, and development of critical-thinking skills (9). Implementation of a variety of structured activities also appeals to a broader variety of learning styles (9).In 2010, we incorporated the ST approach into the lecture portion of our Enhanced Human Anatomy and Physiology course at the University of Connecticut. Because this approach is particularly well suited to the laboratory classroom setting where an interactive approach is much more easily implemented, in 2011 we also adopted the ST approach into the laboratory component of our course. To facilitate this process as well as to extend the impact of an individual instructor, we trained a cohort of graduate teaching assistants (TAs) to use this teaching approach in multiple sections of inquiry-based laboratory and regular laboratory settings. Despite a few articles that address student-centered TA training in chemistry laboratory courses (3, 4), there are no published reports evaluating the application of ST to graduate student TA training in physiology. What follows is an examination of the effects that training TAs in ST had on student attitudes about 1) their perceived laboratory learning experience and 2) their perceived integration of what is learned in the laboratory to their overall understanding of course content. Laboratory TA Scientific Teaching Training ProgramThe central purpose of our TA training program is to develop a cohesive team that is able to effectively implement ST strategies into the laboratory classroom. Each semester, ϳ12-15 TAs are assigned to teach laboratory sections of the Enhanced Human Anatomy and Physiology course at the University of Connecticut. The TAs are typically graduate students from diverse science backgrounds (e.g., biology, engineering, and allied health). The structure of the course is shown in Fig. 1.To introduce the principles and utility of sci...

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Graduate Teaching Assistants and Inquiry-Based Instruction: Implications for Graduate Teaching Assistant Training

Cited by 103 publications

References 8 publications

Improving the Laboratory Learning Experience: A Process to Train and Manage Teaching Assistants

Improving the Laboratory Learning Experience: A Process to Train and Manage Teaching Assistants

Læringsassistenters plass i kvalitetssystemer

Training TAs in scientific teaching for the human physiology and anatomy laboratory

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