Transforming the preparation of physics graduate teaching assistants: Curriculum development

Graduate teaching assistants (GTAs) are key partners in the education of undergraduates. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for teaching. But GTAs are students themselves, and not all of the...

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Autores principales:	Emily Alicea-Muñoz, Carol Subiño Sullivan, Michael F. Schatz
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/6026b1e90f5f4e76922d86d71da95ae8
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id	oai:doaj.org-article:6026b1e90f5f4e76922d86d71da95ae8
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spelling	oai:doaj.org-article:6026b1e90f5f4e76922d86d71da95ae82021-12-02T18:10:27ZTransforming the preparation of physics graduate teaching assistants: Curriculum development10.1103/PhysRevPhysEducRes.17.0201252469-9896https://doaj.org/article/6026b1e90f5f4e76922d86d71da95ae82021-09-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020125http://doi.org/10.1103/PhysRevPhysEducRes.17.020125https://doaj.org/toc/2469-9896Graduate teaching assistants (GTAs) are key partners in the education of undergraduates. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for teaching. But GTAs are students themselves, and not all of them desire to pursue an academic career. Fully integrating GTA preparation into the professional development of graduate students lowers the barrier to engagement so that all graduate students may benefit from the opportunity to explore teaching and its applications to many potential career paths. In this paper we describe the design and implementation of a GTA preparation course for first-year Ph.D. students at the Georgia Tech School of Physics. Through a yearly cycle of implementation and revision, guided by the 3P framework we developed (pedagogy, physics, professional development), the course has evolved into a robust and comprehensive professional development program that is well received by physics graduate students.Emily Alicea-MuñozCarol Subiño SullivanMichael F. SchatzAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020125 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Emily Alicea-Muñoz Carol Subiño Sullivan Michael F. Schatz Transforming the preparation of physics graduate teaching assistants: Curriculum development
description	Graduate teaching assistants (GTAs) are key partners in the education of undergraduates. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for teaching. But GTAs are students themselves, and not all of them desire to pursue an academic career. Fully integrating GTA preparation into the professional development of graduate students lowers the barrier to engagement so that all graduate students may benefit from the opportunity to explore teaching and its applications to many potential career paths. In this paper we describe the design and implementation of a GTA preparation course for first-year Ph.D. students at the Georgia Tech School of Physics. Through a yearly cycle of implementation and revision, guided by the 3P framework we developed (pedagogy, physics, professional development), the course has evolved into a robust and comprehensive professional development program that is well received by physics graduate students.
format	article
author	Emily Alicea-Muñoz Carol Subiño Sullivan Michael F. Schatz
author_facet	Emily Alicea-Muñoz Carol Subiño Sullivan Michael F. Schatz
author_sort	Emily Alicea-Muñoz
title	Transforming the preparation of physics graduate teaching assistants: Curriculum development
title_short	Transforming the preparation of physics graduate teaching assistants: Curriculum development
title_full	Transforming the preparation of physics graduate teaching assistants: Curriculum development
title_fullStr	Transforming the preparation of physics graduate teaching assistants: Curriculum development
title_full_unstemmed	Transforming the preparation of physics graduate teaching assistants: Curriculum development
title_sort	transforming the preparation of physics graduate teaching assistants: curriculum development
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/6026b1e90f5f4e76922d86d71da95ae8
work_keys_str_mv	AT emilyaliceamunoz transformingthepreparationofphysicsgraduateteachingassistantscurriculumdevelopment AT carolsubinosullivan transformingthepreparationofphysicsgraduateteachingassistantscurriculumdevelopment AT michaelfschatz transformingthepreparationofphysicsgraduateteachingassistantscurriculumdevelopment
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Transforming the preparation of physics graduate teaching assistants: Curriculum development

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