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.
Journal of Applied Instructional Design
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.
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