Graduate TeachingAssistants and Demonstrators

1 November 2006

paper GTA/06/6

Introduction to Teaching and Learning in Higher Education Programme for Postgraduate Teaching Assistants and Demonstrators

(Brief overview and evaluation report for the GTA Sub Committee Meeting, 1 November 2006)

Number of students enrolled so far on the programme:

70, of which 50 are Teaching Assistants and 20 are Demonstrators. This suggests that fewer postgraduates have been appointed to teaching posts this year compared to last year.

Comments

The reshaped training provision has been implemented and we are generally pleased with the way it is operating. These are comments based on my own experience and reflections, and from a general review of student evaluations.

Positive Perceptions

  • The Day I, ‘Introduction to Learning and Teaching in Higher Education’ for all new Postgraduate teaching assistants has been generally well received by both Teaching Assistants and Demonstrators
  • Having slightly shorter day sessions, and spreading the training days has improved both time keeping and levels of attention
  • The Course-book now given to all new teaching assistants is thought to be good
  • The online registration hasworked well though there have been some problems
  • The Seminar Skills sessions have been very positively evaluated
  • Demonstrators have found the Laboratories and Workshops sessions useful in a developing a better understanding of the role, and in making them more aware of the skills required
  • Students are enrolling on more than the minimum sessions required
  • About a third of the students have indicated that they would be interested in undergoing further training and in developing a professional development portfolio that would lead to Module 1 accreditation within the CHEP programme

Points for Attention

  • Nearly all but not every Demonstrator was aware that they needed to attend the Introductory Day in addition to the Lab and Workshop session
  • Some students were directed to a webpage from last year that we did not know existed, causing enrolment problems for a few
  • The pace for some is still too slow, and more practical on-course activities could be increased
  • The materials relating to Health, Safety, Equality and Diversity have been produced but are not quite ready to be put on a website for online access

Future Developments

  • We will adapting Module 1 of the CHEP programme for Teaching Assistants to enable those who are interested to work towards completing a professional portfolio within a period of two years
  • Those who enrol for an accreditation route leading to associate membership of the HEA will receive additional training and support
  • We will add e-Learning components to the course during the year

Rik Middleton

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