Passing the baton: a collaborative approach to development and implementation of context-specific modules for graduate teaching assistants in cognate disciplines

O’Neill, Geraldine and McNamara, Martin (2015) Passing the baton: a collaborative approach to development and implementation of context-specific modules for graduate teaching assistants in cognate disciplines. Innovations in Education and Teaching International. pp. 1-11. ISSN 1470-3297

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Official URL: http://dx.doi.org/10.1080/14703297.2015.1020825

Abstract

A systematic approach to the training of graduate teaching assistants (GTAs) is required to meet the challenges posed by growing numbers of undergraduate and graduate students. At University College Dublin, educational developers and academic staff across six schools collaborated on the design and phased implementation of context-specific GTA modules. By year three of the project, academics were successfully implementing credit-bearing GTA modules in their schools, describing them as tailored and relevant to their needs, and valuing the dynamic partnership involved in their development. GTAs stated that the modules helped them to understand relevant policies and procedures, motivated them to fulfil their role, and had given them ideas on how to change their teaching. This approach had supported the successful ?passing of the baton? from educational developers to academic staff.

Item Type: Article
Depositing User: National Forum
Date Deposited: 05 Dec 2015 15:29
Last Modified: 10 Dec 2015 20:26
URI: http://eprints.teachingandlearning.ie/id/eprint/3348

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