A Guidebook for the Graduate Teaching Associate

RM 215

With a large number of graduate teaching associates (GTAs) occupying roles as educators, many of whom continue these roles in higher education long after they graduate, our attention to the instructional effectiveness and well-being of this group is not only warranted, but vital to both the success of GTAs and the many students who occupy their classrooms over the course of their teaching careers. When we look beyond the basic training, which often covers administrative duties, course content, and basic teaching skills such a creating syllabi and lesson plans, we can acknowledge that there are several other important topics that would be beneficial to visit during GTA training. There is a large body of instructional communication literature that would prove fruitful in the hands GTAs, some of which is never visited in training. The purpose of this project is to create a guidebook for GTAs, one of which may be implemented or referenced in training sessions, or simply used as a supplemental resource to the GTA’s discretion. The lack of existing content designed specifically for GTAs which compiles both instructional communication-based teaching strategies, and wavers attention to the multiple identities and professional socialization of the GTA, presents an opportunity for this guidebook to fill the gap. This guidebook will strive to provide GTAs with a strong foundation in instructional communication teaching strategies, as well as guidance on understanding identity development, particularly balancing multiple identities/roles and forming and maintaining professional identities in their departments.