An Integrated Approach to Training Graduate Teaching Assistants

Abstract

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 universitylevel 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.

Additional information

Notes on contributors

Maria Teresa Gallardo-Williams

Maria Teresa Gallardo-Williams ([email protected]) is a teaching associate professor and director of the Organic Chemistry Teaching Laboratories, Department of Chemistry at North Carolina State University in Raleigh.

Lori Marie Petrovich

Lori Marie Petrovich is a teaching assistant professor and director of the General Chemistry Laboratories, Department of Chemistry at North Carolina State University in Raleigh.