Developing the developers: Lessons learned from work to support providers of professional development for graduate teaching assistants
Published: 2019
Publication Name: Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education
Publication URL: http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf
Abstract:
Preparing graduate teaching assistants (GTAs) well for their teaching roles is a high-leverage opportunity to improve undergraduate mathematics education. The College Mathematics Instructor Development Source (CoMInDS) seeks to assist people who build and lead teachingfocused GTA professional development (TAPD) at their own institutions. CoMInDS offers direct support to these TAPD providers and seeks to enhance the development and use of researchbased TAPD practices. We draw upon project evaluation data and team members’ reflections to identify progress, opportunities and challenges in this work.
Laursen, S., Hauk, S., Speer, N., & Deshler, J. (2019). Developing the developers: Lessons learned from work to support providers of professional development for graduate teaching assistants. In A. Weinberg, D. Moore-Russo. H. Soto & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 1142–1143). Oklahoma City, Oklahoma: The Special Interest Group of the Mathematical Association of America for Research in Undergraduate Mathematics Education. http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf