Document Type
Article
Publication Date
5-2018
Abstract
A graduate teaching assistant professional development program was designed and implemented as part of an effort to provide pedagogical training to those instructors who generally receive little to no training and who historically teach large, gateway courses. A formative evaluation was conducted to determine the effectiveness of the program. Participant attrition during the second semester impacted the data collection, but attitudinal data was used to make formative revisions for subsequent program offerings.
Department
IT Solutions
Online ISSN
2160-5289
Publication Title
Journal of Applied Instructional Design
Recommended Citation
Miller, C. L., King, H., & Martin, A. (2018). Graduate teaching assistant pedagogical training: A case study. Journal of Applied Instructional Design, 7(1), 35-44.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
