Engaging STEM Graduate Teaching Assistants In Evidence-Based Practice

Authors

  • Jessica Rosenberg George Mason University
  • Jill Nelson George Mason University

DOI:

https://doi.org/10.13021/itlcp.2019.2561

Abstract

Location: Dewberry Hall

Graduate teaching assistants are often placed in our undergraduate classrooms and laboratories with minimal preparation or support. As part of a Curriculum Impact Grant, we have piloted a series of workshops to help STEM GTAs build a teaching community and develop their understanding of evidence-based teaching practice. This poster will outline our program goals and program design.  We seek feedback from faculty from across campus interested in preparing graduate students for GTA roles and providing ongoing teaching development support for GTAs as the engage with our students.

Author Biographies

Jessica Rosenberg, George Mason University

Dr. Rosenberg is the Director of the STEM Accelerator in the College of Science and an Associate Professor in the Department of Physics and Astronomy. She is an astronomer who studies the evolution of galaxies over cosmic time primarily by studying the baryonic content of galaxies and the intergalactic medium. She is also an educator interested in improving the retention and diversity of students in the Mason College of science through enhanced learning experiences.

Jill Nelson, George Mason University

**2014 University Teaching Excellence Award Winner**

 

Photo of keynote speaker Lisa Nunn, PhD

Published

2019-08-01

Issue

Vol. 11 (2019): Teaching the Whole Student

Section

4:15pm-5:30pm POSTER SESSION (Group A- 4:15-4:45pm)