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Abstract Detail



Teaching Section

Gostel, Morgan [1], Verhoeven, Anne [2], Edwards, Cody W. [2], Schwebach, J. Reid [2].

A call to train: Graduate teaching assistants, writing, and the STEM curriculum.

Priorities for university STEM curriculum emphasize the development of student-centered, inquiry-based classrooms that engage students beyond the traditional lecture. Much of this occurs in the laboratory, where a majority of instruction is led by educators-in-training, or graduate teaching assistants (GTAs). GTA-based learning environments in laboratories extend far beyond traditional ‘cookbook’ labs, and often GTAs play a principle role in evaluating student inquiry through writing – usually a laboratory report. We have surveyed a representative population of GTAs to gauge their attitudes toward education preparation and training, with an emphasis on writing assignments. Our findings indicate that this population of GTAs are not well-prepared for their roles and GTAs are largely unaware of education-based literature and research to support and improve pedagogy for student writing. Furthermore, GTAs do not seem aware of resources that might serve as evidence-based support for teaching. As a result, we have outlined recommendations for improved GTA training that will be implemented in future training of GTA cohorts at George Mason University.


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1 - George Mason University, Environmental Science And Policy, David King Hall, MSN 5F2, 4400 University Dr., Fairfax, VA, 22030-4444, USA
2 - George Mason University, Biology, 4400 University Dr. MSN 3E1, Fairfax, VA, 22030-4444, USA

Keywords:
Writing instruction
graduate students
undergraduate education
preparing future faculty.

Presentation Type: Poster:Posters for Sections
Session: P
Location: Hall D/The Shaw Conference Centre
Date: Monday, July 27th, 2015
Time: 5:30 PM
Number: PTE001
Abstract ID:269
Candidate for Awards:None


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