Empowering Teaching Assistants As Peer Educators
This poster session presents the results of a Teaching as Research project conducted in a Preparing Future Faculty course during the 2016-17 academic year. In past iterations of the course, Graduate Teaching Assistants were primarily responsible for attending classes and keeping records. In the 2016-17 iteration, the GTA developed and presented short workshops, actively engaged with student groups, and served as a peer educator and resource. Utilizing an end-of-course survey, this Teaching as Research project explores the impact of the GTA’s revamped role on student learning outcomes in the course.
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