Training Undergraduate Teaching Assistants to Facilitate and Assess Process Skills in Large Enrollment Courses

Autor/inn/en	Ruder, Suzanne M.; Stanford, Courtney
Titel	Training Undergraduate Teaching Assistants to Facilitate and Assess Process Skills in Large Enrollment Courses
Quelle	In: Journal of Chemical Education, 97 (2020) 10, S.3521-3529 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruder, Suzanne M.) ORCID (Stanford, Courtney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Undergraduate Students; Teaching Assistants; Skill Development; Large Group Instruction; Science Instruction; Teamwork; Critical Thinking; Problem Solving; Active Learning; Training + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritisches Denken; Problemlösen; Aktives Lernen; Ausbildung
Abstract	Active learning environments are ideal settings to help students develop process skills such as teamwork, critical thinking, and problem solving. However, implementing active learning pedagogies where students have the opportunity to develop these skills can be challenging in large enrollment courses. With the assistance of undergraduate teaching assistants (TAs), instructors can provide an active learning experience to a large team of students during a typical "lecture" period. Most undergraduate TAs have little to no experience with facilitating active learning environments, and even less with identifying and assessing process skills. Therefore, it is important to provide training for TAs to be effective facilitators in the active learning classroom and to help students develop their process skills. Using an iterative design process, several successful strategies have been developed to help prepare undergraduate TAs to identify, assess, and provide feedback on the development of process skills in active learning classrooms. TAs report that this training was instrumental in improving their communication skills and recognizing process skills. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01