Jones, J. Matthew , Cooper, Joshua T. , Gibson, Phil , Hoefnagels, Marielle .
Pedagogy workshop enhances graduate students' teaching effectiveness of evolutionary and phylogenetic concepts .
Graduate student teaching assistants are critical members of the educational team because they not only teach laboratory sections, but also hold office hours, offer tutoring sessions, and assist with other course activities. Although they are valuable colleagues in undergraduate science courses, particularly at the introductory level, they typically receive minimal education in pedagogy and effective teaching practices. This is problematic in the short term because graduate teaching assistants are often responsible for teaching complex material to students who are not much younger than they are. Furthermore, many graduate students will eventually seek academic careers that will include teaching. We present an overview of a graduate teaching assistant pedagogy workshop that is part of a larger NSF CCLI project. Successes, difficulties, and future directions are described.
The results of this pedagogy workshoip will provide a framework for providing graduate teaching assistant with exposure to the discipline of science education and much needed preparation for prfessional development as educators.
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1 - University of Oklahoma, Botany and Microbiology, 770 Van Vleet Oval, Norman, OK, 73019
2 - University of Oklahoma, Department of Botany and Microbiology, Norman, OK, 73019, USA
Presentation Type: Poster:Posters for Sections
Location: Hall A/Convention Center
Date: Monday, August 2nd, 2010
Time: 5:30 PM