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Thursday, June 23 • 16:10 - 17:00
CON09.14 - Balancing Tensions in TA Training: The Value of “Standardized Customization” in Graduate Student Teaching Training Programs

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Graduate student teaching training has become a key ingredient in obtaining faculty positions and in pursuing careers outside of academia (Osborne et al., 2014). There is debate around whether the most successful teaching training programs for graduate students are department-driven and centred on specific disciplinary content (Ronkowski, 1998; Guthrie, 2000; Temple et al., 2003) or rather general training carried out with the support of centralized programs that provide expertise, resources, and experience (Mintz, 1998; Prieto and Meyers, 2001; Nelson and Morreale, 2002; Janke and Colbeck, 2008). Can a TA training program provide teaching preparation that is meaningful, responsive and rigorous at both a departmental/disciplinary level and through centralized training? This interactive workshop will take participants through a case study of a TA training program that successfully integrates both central/general and departmental/disciplinary components: the University of Toronto’s Teaching Assistants’ Training Program (TATP). A key aspect of the TATP’s success lies in the development and delivery of content that responds to the needs of TAs from multiple disciplines. We will show how the creation of a learner-centred instructional strategy focused on active learning, combined with a repertoire of both disciplinary and generic training case studies, allows for meaningful training that bridges both general pedagogical practices and specific disciplinary norms. By the end of the workshop, participants will be able to apply concrete strategies to the development and management of a graduate student teaching training program through the productive tension of “standardized customization”. Participants will work through activities that will ask them to document information relevant to their institutional contexts and explore strategies to create buy-in and establish effective communication with departments to promote both departmental and centralized TA training opportunities. Two TATP graduate student peer trainers will be on hand to help facilitate the activities and share their perspectives and experiences.

Presenters
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Megan Burnett

Megan Burnett is the Associate Director of the Centre for Teaching Support & Innovation at the University of Toronto. Megan oversees programming and initiatives in the office and provides support to departments and divisions looking to develop teaching supports for their instructors... Read More →
avatar for Sandy Carpenter

Sandy Carpenter

University of Toronto
Sandy Carpenter, Coordinator, Teaching Assistants' Training Program, Centre for Teaching Support & Innovation; Ph.D. Candidate, Department of History, University of Toronto
DC

David Chan

David Chan, Trainer, Teaching Assistants' Training Program, Centre for Teaching Support & Innovation; Ph.D. Candidate, Department of Psychology, University of Toronto
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Alli Diskin

As the Program Assistant, Alli assists with the coordination and implementation of CTSI and TATP events and programs. She is the first point of contact for students enrolled in the TATP certificate programs, manages the TATP certificate database, and coordinates the TATP training... Read More →
avatar for Michal Kasprzak

Michal Kasprzak

As the Curriculum Developer at the Teaching Assistants’ Training Program (TATP) within the Centre for Teaching Support & Innovation at the University of Toronto, Mike Kasprzak provides pedagogical support to TAs and graduate student Course Instructors who want to integrate effective... Read More →
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Robin Sutherland-Harris

Robin Sutherland Harris, Coordinator, Teaching Assistants' Training Program, Centre for Teaching Support & Innovation; Ph.D. Candidate, Centre for Medieval Studies, University of Toronto


Thursday June 23, 2016 16:10 - 17:00
Weldon Library 258

Attendees (12)




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