Teaching graduate teaching assistants (GTAs) how to teach

摘要

From 1992 to 1998, an Engineering Concepts course was taught to first year students at the University of Virginia (UVa). In that time, enrolments increased from 250 students to over 500 each fall. As the course grew, we employed a team of graduate teaching assistants (GTAs) to provide individual and small group learning experiences. Over 50 students served as GTAs during the life of the course. They varied greatly in communication skills and teaching effectiveness. From 1994 to 1998, we compiled data on all aspects of this course, including ratings for individual faculty and GTAs. What makes a successful GTA? Why do some students fail to perform well? We reflect on our experiences with these graduate students and their contributions to this course. We also report the results of surveys of their students. There were some surprises, faculty members cannot always predict who will do well and who will fail as teachers. The issues raised by the undergraduate students in evaluating their GTAs are not always what we expect.