STEM graduate teaching assistants (GTAs) frequently lead laboratory and discussion sections as part of their teaching assignments. GTAs can be expoesed to different types of training to prepare them for teaching in these sections. Several models of GTA training programs exist which can include courses, workshops, seminars, and online modules.The opportunity to practice teaching skills before entering the classroom is valuable as it allows the GTAs to work through techniques before implementing them with students. As part of their professional development, GTAs teaching in active learning classrooms in Chemistry at a large university in the southern united states participated in a mixed-reality teaching simulator to practice evidence-based pedagogical skills in a low-risk environment. GTAs were tasked with rehearsing several pedagogical skills over the course of 4 practice sessions scheduled every 3 weeks in the Fall of 2019. GTAs were asked to practice cold calling and error framing in session one and then to integrate all of the skill in session 4. During the Spring of 2020, GTAs who practiced in the simulator were asked to integrate the skills in three more practice sessions. The effect of multiple practice sessions will be discussed. Findings from this research have implications for GTA professional development and broadening the use of active learning.

Exploring GTA experience and practice in multiple sessions of a mixed reality teaching simulator

ACS Spring Meeting 2021

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.