Content area
Full Text
We describe the implementation of a graduate teaching assistant (GTA) training program in the Department of Chemistry designed to integrate with the professional development initiatives of the Graduate School at a large, public, research-intensive university. The program is a 1-year course of study that offers graduate students a chance to demonstrate their commitment to teaching through training, evaluation, and recognition. Through critical reflection and application, participants learn the fundamental components of pedagogy, enriching their personal growth and professional development in teaching and learning. The program addresses content delivery as well as classroom management. As part of their participation in the program, GTAs complete three teaching workshops, undergo two formally documented classroom observations, and have access to online instructional support. Measurable outcomes include increased familiarity with teaching tools, enhanced enrollment of chemistry graduate students in advanced teaching programs offered by the Graduate School, and a surge in the number of university-level teaching awards for chemistry GTAs. We have received positive feedback from students and faculty, and have observed an increased level of GTA engagement. GTAs in the program were much more likely to interact with their students and supervisors in a positive way and to contribute teaching materials for future use.
Graduate teaching assistants (GTAs) are essential members of the instructional team at large research universities. They provide a primary point of contact for undergraduate students in both laboratory courses and problem sessions. The quality of instruction offered by GTAs is one of the most tangible impressions of a university's commitment to education. Undergraduate students remember effective and engaging instructors; in turn, graduate students with teaching duties develop communication and leadership skills, and the university community benefits from these positive influences (Chick & Brame, 2015; Dragisich, Keller, & Zhao, 2016).
The guidelines provided by the American Chemical Society's Committee on Professional Training recognize that chemistry programs have a responsibility to train and supervise teaching assistants (Wenzel, McCoy, & Landis, 2015). However, the nature of this training is highly variable across departments and even across divisions, and is complicated by the fact that many institutions use both graduate and undergraduate teaching assistants (Park, 2004; Pentecost, Langdon, Asirvatham, Robus, & Parson, 2012; Philipp, Tretter, & Rich, 2016). In our own institution, the training of GTAs has historically...