The TA Experience

Key Information

The TA Experience: Preparing for Multiple Roles, Edited by Karron Lewis

1993 [ISBN: 0-913507-55-5; 448 pages soft cover; 8.5-by-11-inch] $42.95

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TAEcovHere are Selected Readings from the 3rd National Conference on the Training and Employment of Graduate Teaching Assistants edited by Karron G. Lewis. This excellent volume highlights those aspects of the teaching assistantship which prepare graduate students for the multiple roles they play as assistants and for the multiple roles they will play as professionals upon leaving graduate school. A total of fifty-one articles comprise this unique work. The TA Experience will be a welcomed addition to your library!

The Contents

SECTION I: Research Studies

Introduction

TA Roles

  1. Graduate Assistant Development: Problems of Role Ambiguity and Faculty Supervision Lisa Duba-Biedermann
  2. Discussing Job Expectations and Workload: Using the TA Position and Course Description William E. Davis
  3. The CCCC’s “Statement of Principles and Standards for the Postsecondary Teaching of Writing”: Implications for Writing Program Administrators and TAs Karen Dwyer and Irwin Weiser
  4. Identification and Validation of Training Needs for Teaching Assistants Wendy S. Zabava Ford
  5. Investigating Differences in TA Confidence Ruth Streveler

TA Effectiveness

  1. Evaluating the Evaluation Measures: What Do We Expect from TA Teaching and How Are We Measuring What We Get? Mary B. Bort and Nancy L Buerkel-Rothfuss
  2. Undergraduate Attitudes and Anxieties in Foreign Language Classes Taught by TAs Rosslyn M. Smith and Robert J. Morris
  3. A Comparative Study of the Teaching Effectiveness for Three Groups of Graduate Teaching Assistants in Accounting Kenneth Jerich and Linda M. Leinicke

TA Attitudes

  1. Attitudes about TA Training: Congruence of Perceptions at Three Levels of the Academic Hierarchy Nancy L. Buerkel-Rothfuss and Pamela L. Gray
  2. International Teaching Assistants and Minority Students: The Two Sides of Cultural Diversity in American Higher Education Susan Jenkins and Donald Rubin

TA Discourse

  1. 11. Responding to Student Questions: An Analysis of Teaching Assistant Discourse Ann RobinsonIntroduction

Campus Wide Programs

SECTION II Development Programs for TAs

  1. Preparing TAs for Their Instructional Roles by Developing Collaborative Relationships Between An Instructional Development Center and Administrators, Departments, and TAs Donald H. Wulff; Robert D. Abbott and Jody D. Nyquist
  2. Beyond TA Orientations: Reconceptualizing the Ph.D. Degree in Terms of Preparation for Teaching Leo M. Lambert
  3. The Graduate Teacher Certification Program: Description and Assessment after Two Years Laura Border
  4. A Knowledge Base for Educating Graduate Assistants to be Effective Instructors at Illinois State University Kenneth Jerich
  5. Effective Use of Trained Teaching Assistants in Improving the Retention of University Students Christopher Bolgiano and G.R Horton
  6. The University of Washington’s Entry-Level Initiative: Training Lead TAs to Enhance Undergraduate Learning Ken White, Sara Selfe, Mark Roddy and Klaus Brandl
  7. The Teaching Associate Program: A Collaborative Approach Lavon Gappa
  8. The TA Initiative: An Innovative Program for the Preparation and Support of Teaching Assistants at the University of Arizona Kristopher A. Weatherly
  9. Using Modeling to Develop Teaching Effectiveness and “Classroom Sense” in Graduate Teaching Assistants Judith R Strozer
  10. Establishing an Effective, Voluntary Teaching Assistant Training Program in a Large Decentralized University Setting Judith S. Craig and Robert Ostergren
  11. Using Teaching Modules to Train and Supervise Graduate TAs Victor A. Benassi Loredana Maggiora Harrison, and Elizabeth A. Jordan
  12. Designing Participation into Classroom Activities: Action Oriented TA Training Pamela Sherer and Timothy Shea
  13. Graduate Students as Instructional Consultants: Case Studies from Two Universities Robert Petrulis, Stephen Carroll and Lisa Skow
  14. The Self-Authored Case Study: A Powerful Tool in the Education of TAs and Faculty Members Alike Bill Rando, Mitchell Diaz and Jacqueline Mintz

Discipline-Specific Programs

  1. Training TAs In Disciplinary Clusters: A Cost-Effective Alternative to Departmental Programs Linda Nilson
  2. Finding a Common Language: Bridging the Expectations Gap in Developing a Teaching Assistant Training Program that Crosses Disciplinary Cultural Boundaries Barbara E. Bender and Linda G. Schulze
  3. Course-Specific Resource Manual for Chemistry Laboratory Courses Tris Samberg, Deborah Winregand and Sara SelfeIntroduction

SECTION III Mentoring as a TA Development Technique

  1. The Sorcerer’s Apprentice: Toward a Life Without the Wizard Clyde F. Herreid
  2. Beyond the Teaching Assistantship: Mentoring the Next Generation of Faculty Jack Baker II and William E. Davis
  3. Collaborative Learning and Teaching: A Model for Mentoring TAs Kristine Hansen, Phillip A. Snyder, Nancy Davenpor and Kimberli Stafford
  4. Investment in Teaching: Mentoring for Teaching Assistants Kathleen SmithIntroduction

SECTION IV: Diversity Issues in TA Development

  1. Designing Programs on Social Diversity for TAs Nancy Van Note Chism
  2. Using Diversity Videotapes in TA Training Brooke L. Quigley, Jody D. Nyquist and Katherine G. Hendrix
  3. “Race” and “Ethnicity”: Historical, Anthropological and Instructional Perspectives C. K SzegoIntroduction

SECTION V: Evaluating Your TA Development Program

  1. Adapting to Attitude Differences: A Factor Analytic Profile of Graduate Teaching Assistants Pamela L. Gray and Nancy Buerkel-Rothfuss
  2. Assessing the Learning Outcomes of Instructional Preparation Seminars for TAs Lisa Firing Lenze
  3. Effectiveness of a Teaching Support Program from the TA Perspective Jon R Poole and Don R Sebolt
  4. The Use of a Clinical Supervision Model for the Training of Graduate Teaching Assistants Kenneth F. Jerich
  5. Future Engineering Faculty: An Assessment of Engineering TAs Lisa M. WhiteIntroduction

SECTION VI: Teaching Strategies for TAs

  1. The Tutor as Creative Teacher: Balancing Collaborative and Directive Teaching Styles Susan E. Blalock
  2. Helping TAs Use Writing Activities to Enhance Their Teaching: Advice to Writing Consultants Deborah H. HatchIntroduction

SECTION VII: International TA Development

  1. Changing (and unchanging) Attitudes and Values of New ITAs: Training Curricula Implications Carol Numrich
  2. Approaching ITA Language Tutorials from a Collaborative Consultation Perspective Karen Freisem and Margaret Lawrence
  3. Models of an Oral Proficiency Program for ITAs Shirley E. Ostler and Marilyn Perlmutter
  4. Making the Connection Between Telephone Tapes and Customized Audiotaping: Getting Natural Language Input for Monitored Speech Output Ghislaine Kozuh
  5. Implications of Student Evaluations of Teaching for ITA Development Darwin D. Hendel, Trudy Dunham, Jan Smith, Jeanne SolbergConnie Tzenis, Carol Carrier and Karin Smith
  6. Insights into ITA Instruction in Problem-Solving Courses Through Student Perceptions at Midterm Gabriele Bauer and Mark W. Tanner
  7. The Balanced Equation for Training Chemistry ITAs Mark W. Tanner, Sara Selfe and Deborah WiegandIntroduction

SECTION VIII: Invited Addresses

  1. The Birth and Growth of a College Teacher Maryellen Weimer
  2. Why Teaching Is Important Barbara Jordan

The Editor

 

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