The Graduate Teacher Training Program: Analyzing and Improving Graduate Student Teaching of Psycholo...
This presentation is the property of its rightful owner.
Sponsored Links
1 / 13

Inaugural Academic Symposium at UVA: April 14, 2011 PowerPoint PPT Presentation


  • 74 Views
  • Uploaded on
  • Presentation posted in: General

The Graduate Teacher Training Program: Analyzing and Improving Graduate Student Teaching of Psychology. Inaugural Academic Symposium at UVA: April 14, 2011. Motivation. Large number of graduate student TAs. Incoming TAs often express concerns about teaching.

Download Presentation

Inaugural Academic Symposium at UVA: April 14, 2011

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Inaugural academic symposium at uva april 14 2011

The Graduate Teacher Training Program: Analyzing and Improving Graduate Student Teaching of Psychology

Inaugural Academic Symposium at UVA: April 14, 2011


Motivation

Motivation

  • Large number of graduate student TAs.

  • Incoming TAs often express concerns about teaching.

  • Training through the Teaching Resource Center and TPT

  • No psychology-specific training.


The graduate teacher training program

The Graduate Teacher Training Program

  • Overview:

    • A two-year program for entering psychology graduate students.

  • Three main objectives:

    • Orient students to basic practical issues related to college teaching.

    • Provide methods of teaching to implement directly as teaching assistants and faculty.

    • Help students develop teaching philosophies.


Orient students to basic practical issues related to college teaching

Orient students to basic practical issues related to college teaching:

  • Participants attend workshops in:

    • Assessment

    • Learning

    • Teaching Techniques

  • Participants also reflect their experiences.


Provide methods of teaching to implement directly as teaching assistants and faculty

Provide methods of teaching to implement directly as teaching assistants and faculty:

  • Peer Observations:

    • 4-person groups.

    • Each member tapes themselves teaching twice.

    • Each member also provides feedback on a peer’s teaching twice.

    • Those being taped reflect on the experience.

  • Participants create a course syllabus.

  • Teaching Techniques workshops and talk.


Help students develop teaching philosophies

Help students develop teaching philosophies:

  • Mentorship program with psychology professors from James Madison University.

  • Reflective Teaching Statement.

    • Several brainstorming workshops.

    • Participants share drafts with peers and their JMU mentors.


Evidence of learning

Evidence of Learning

  • Preliminary survey collected upon entrance into program.

  • Feedback from workshops and our Collab site.

  • Workshop reflections.

  • Peer observation reflections.

  • Semesterly survey.

  • Course evaluations from undergraduates.


Participants are motivated to reflect on their experiences

Participants are motivated to reflect on their experiences:

  • Student Learning was most well-attended.

  • 75% of attendees reflected on the experience.

  • This pattern is consistent across all workshops, 76% of attendees reflecting on at least one workshop.


First semester findings

First semester findings:

  • Participants remained positive on their feelings of:

    • being effective teachers, t(15) = 2.76, p < .02, one- sample.

    • being fair graders, t(15) = 5.65, p < .001, one-sample.

    • enjoying teaching, t(15) = 4.70, p < .001, one-sample.

  • Highest rated components:

    • Mentorship and Peer Observation experiences.

  • Concerns

    • Grading and creating assessment.

    • Future workshops to address these issues.


Future directions

Future directions:

  • Second-semester survey.

  • Spring course evaluation data.

  • Data will inform program efficacy and participant development.

  • Findings will be presented at the Eastern Conference on the Teaching of Psychology, summer 2011.


Thank you to

Thank you to:

  • Our faculty board members: Dr. Brian Nosek, Dr. Dan Willingham, Dr. Denny Proffitt, and Dr. David Daniel

  • Our mentors at James Madison University: Dr. Jessica Irons, Dr. Bryan Saville, Dr. Tracy Zinn, Dr. Suzanne Baker, Dr. Kenn Barron, and Dr. Monica Reis-Bergen

  • The Teaching Resource Center and Tomorrow’s Professors Today: Dr. Michael Palmer, and Dr. Deandra Little


  • Login