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arXiv · 1803.02946

Assessing a GTA professional development program

Emily Alicea-Muñoz·Joan Espar Masip·Carol Subiño Sullivan·Michael F. Schatz
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Abstract

For the last four years, the School of Physics at Georgia Tech have been preparing new Graduate Teaching Assistants (GTAs) through a program that integrates pedagogy, physics content, and professional development strategies. Here we discuss various assessments we have used to evaluate the program, among them surveys, GTA self-reporting, and end-of-semester student evaluations. Our results indicate that GTAs who participate in the program find its practical activities useful, feel better prepared for teaching, make use of learner-centered teaching strategies, and receive higher scores in teaching evaluations.

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Emily Alicea-Muñoz, Joan Espar Masip, Carol Subiño Sullivan, Michael F. Schatz. 2018-03-08. Assessing a GTA professional development program. https://doi.org/10.1119/perc.2017.pr.003

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