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Thursday, June 23 • 13:45 - 14:45
PK07.01e - Graduate Students Advancing Literature on Graduate Students: Reflections on Co-Editing a Special Issue on Graduate TA Preparation for the Canadian Journal of Higher Education

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In December 2015, the Teaching Assistant and Graduate Student Advancement (TAGSA) SIG of STLHE, announced the publication of a special issue of the Canadian Journal of Higher Education (CJHE) on the theme “Quality Enhancement: Teaching Preparation for Graduate Teaching Assistants.” It was the culmination of a year-long collaborative process led by the TAGSA Executive —many of whom are graduate students—to recruit, select, and publish articles on graduate teaching assistant (TA) preparation in North America. In this session, members of the TAGSA Executive who served as co-editors will discuss the impetus and context for the issue; the process of preparing the issue, including deciding on roles, processes, and timelines; and lessons learned. As individuals committed to reflexive practice (see Ryan, Amorim, & Kusch, 2010), we highlight the obstacles, tensions, successes, and challenges that emerged during the preparation of the issue and the strategies used to overcome these challenges (see Kligyte & Barrie, 2014). Our session will encourage attendees to (a) reflect on the value of involving graduate students in the academic publishing process; (b) appreciate the individual and collaborative work involved in putting together a special issue; and (c) share important experiences, concerns, and ways forward. Audience members will leave the presentation with a roadmap of one particular approach for initiating and executing a collaborative, student-focused, special issue of a journal, which can be easily adapted to suit different professional, disciplinary, or institutional contexts.


Kligyte, G., & Barrie, S. (2014). Collegiality: Leading us into fantasy – the paradoxical resilience of collegiality in academic leadership. Higher Education Research and Development, 33(1), 157–169.

Ryan, C., Amorim, A. C., & Kusch, J. (2010). Writing ourselves reflectively. Reflective Practice, 11(2), 115–125.

avatar for Lianne Fisher

Lianne Fisher

Educational Developer, Brock University
Lianne Fisher works in educational development at the Centre for Pedagogical Innovation at Brock University.
avatar for Aisha Haque

Aisha Haque

Western University
Titles: Associate Director, Graduate Education, Western University  Aisha is an educational developer with a background in culturally relevant teaching, anti-racist education, and post-colonial literature. She develops programs to support graduate student professional development... Read More →

Betsy Keating

Betsy Keating is the University of Windsor’s GATA Network Coordinator and a doctoral candidate specializing in cognition and learning in higher education.

Additional Authors

Annie Riel

Annie Riel is a PhD Student in the French Studies Program at Queen’s University.

Christina Skorobohacz

Christina Skorobohacz was a doctoral candidate in Educational Studies at Brock University when she co-edited the CJHE special issue with her colleagues from the TAGSA Executive.

Cynthia Korpan

Cynthia Korpan (not attending) is the Professional Development Programs and TA training manager in the Learning and Teaching Centre at the University of Victoria. She is also a PhD Interdisciplinary Candidate.

Kim West

Kim West is an Educational Development Specialist at the University of Saskatchewan in graduate student and post-doctoral fellow development at the Gwenna Moss Centre for Teaching Effectiveness.

Lorraine Godden

Lorraine Godden is a PhD candidate in the policy and cultural studies stream at the Faculty of Education, Queen’s University.

Shaya Golparian

Shaya Golparian is an educational developer at the Centre for Teaching, Learning, and Technology at the University of British Columbia (UBC). Shaya has a PhD in curriculum and pedagogy from UBC.

Thursday June 23, 2016 13:45 - 14:45 EDT
UCC 37