Inaugural Academic Symposium at UVA: April 14, 2011
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Transcript of Inaugural Academic Symposium at UVA: April 14, 2011
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The Graduate Teacher Training Program: Analyzing and Improving Graduate Student Teaching of PsychologyInaugural Academic Symposium at UVA: April 14, 2011
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MotivationLarge number of graduate student TAs.
Incoming TAs often express concerns about teaching.
Training through the Teaching Resource Center and TPT
No psychology-specific training.
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Students Who Teach
Graduate Student Teaching 2010-2011
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Students Who Teach
Not teaching37
Teaching one semester17
Teaching two semesters36
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The Graduate Teacher Training ProgramOverview: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.
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Orient students to basic practical issues related to college teaching: Participants attend workshops in:
AssessmentLearningTeaching Techniques
Participants also reflect their experiences.
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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 peers teaching twice.Those being taped reflect on the experience.
Participants create a course syllabus.
Teaching Techniques workshops and talk.
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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.
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Evidence of LearningPreliminary survey collected upon entrance into program.
Feedback from workshops and our Collab site.
Workshop reflections.
Peer observation reflections.
Semesterly survey.
Course evaluations from undergraduates.
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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.
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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.
ConcernsGrading and creating assessment.Future workshops to address these issues.
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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.
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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 Tomorrows Professors Today: Dr. Michael Palmer, and Dr. Deandra Little