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Inaugural Academic Symposium at UVA: April 14, 2011

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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.

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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
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