Development and Evaluation of a Prep Course for Chemistry Graduate Teaching Assistants at a Research University
Development and Evaluation of a Prep Course for Chemistry Graduate Teaching Assistants at a Research University
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DOI：
10.1021/ed200563b
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发表时间：
2012-07-01
影响因子：
3
通讯作者：
Doyle, Michael P.
中科院分区：
文献类型：
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作者：
Marbach-Ad, Gili;Schaefer, Kathryn L.;Doyle, Michael P.
本研究描述了化学研究生助教（GTAs）的预科课程的开发和评价。该课程围绕三个主要目标开发：（一）为新的GTA建立一个社区，并将其融入部门;（二）用有据可查的创新教学和学习技术建模教学;（三）帮助GTA了解他们在部门内的角色及其特定课程。该计划包括一个团队授课，为期六周的课程，这是强制性的第一年GTA。它于2009年秋季首次提供（46名学生），然后在2010年秋季再次授课（33名学生）。该课程涵盖了多个主题，包括学生GTA沟通，学生评估和教学策略。学期末的调查，学生的教学评价，并与GTA的访谈被用来评估课程。总体而言，课程的反馈非常积极。GTA报告说，课程使他们立即受益，在教了几个学期后受益更大。学生对教学的评价显示，平均而言，在2009年秋季和2010年秋季完成预科课程的一年级GTA在有效教学、尊重学生和做好准备等方面的得分明显高于前一批新GTA（没有完成预科课程）。
This study describes the development and evaluation of a prep course for chemistry graduate teaching assistants (GTAs). The course was developed around three major goals: (i) building a community for new GTAs and socializing them into the department; (ii) modeling teaching with well-documented, innovative teaching and learning techniques; and (iii) helping GTAs to understand their roles within the department and their specific course. The program consisted of a team-taught, six-week course, which was mandatory for first-year GTAs. It was first offered in Fall 2009 (46 students), and then taught again in Fall 2010 (33 students). The course covered multiple topics including student-GTA communication, student assessment, and teaching strategies. End-of-semester surveys, student evaluations of teaching, and interviews with GTAs were used to evaluate the course. Overall, feedback from the course was very positive. GTAs reported that the course benefited them immediately and even more so after they had taught for several semesters. Student evaluations of teaching showed that, on average, first-year GTAs that had completed the prep course in Fall 2009 and Fall 2010 received significantly higher scores than the previous cohort of new GTAs (who had not completed a prep course) on measures such as effective teaching, respecting students, and being prepared.