Three different institutional models � from Canada and the United States � of (in)formal training and evaluation programs for graduate teaching assistants (TAs) in the chemical sciences will be presented. Each of the programs underscore the synergy between research and education, and promote development of pedagogical and pedagogical content knowledge and skills as topics such as the planning, practice, and assessment of teaching and learning in chemistry lectures and laboratories are addressed.  The North American context provides an interesting backdrop for highlighting issues and successful strategies for combining teaching and professional skills development in chemistry and biochemistry graduate students.

Professional development of graduate TAs: Pathways and perspectives

243rd National Meeting (2012)

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