Passing the baton: a collaborative approach to development and implementation of context-specific modules for graduate teaching assistants in cognate disciplines

O'Neill, Geraldine and McNamara, Martin (2015) Passing the baton: a collaborative approach to development and implementation of context-specific modules for graduate teaching assistants in cognate disciplines. Innovations in Education and Teaching International, 53 6: 570-580. doi:10.1080/14703297.2015.1020825


Author O'Neill, Geraldine
McNamara, Martin
Title Passing the baton: a collaborative approach to development and implementation of context-specific modules for graduate teaching assistants in cognate disciplines
Journal name Innovations in Education and Teaching International   Check publisher's open access policy
ISSN 1470-3300
1470-3297
Publication date 2015-03-12
Year available 2015
Sub-type Article (original research)
DOI 10.1080/14703297.2015.1020825
Open Access Status
Volume 53
Issue 6
Start page 570
End page 580
Total pages 11
Place of publication Abingdon, United Kingdom
Publisher Routledge
Collection year 2016
Language eng
Abstract A systematic approach to the training of graduate teaching assistants (GTAs) is required to meet the challenges posed by growing numbers of undergraduate and graduate students. At University College Dublin, educational developers and academic staff across six schools collaborated on the design and phased implementation of context-specific GTA modules. By year three of the project, academics were successfully implementing credit-bearing GTA modules in their schools, describing them as tailored and relevant to their needs, and valuing the dynamic partnership involved in their development. GTAs stated that the modules helped them to understand relevant policies and procedures, motivated them to fulfil their role, and had given them ideas on how to change their teaching. This approach had supported the successful ‘passing of the baton’ from educational developers to academic staff.
Keyword Graduate teaching assistants
Training
Module design
Context-specific
Collaboration
STEM
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Nursing, Midwifery and Social Work Publications
 
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