Strategies for Teaching Assistant and International Teaching Assistant Development

Written for anyone who works with graduate students to support their teaching efforts in American research universities, this book draws on the extensive experience of professional educators who represent a variety of programs throughout the United States. They understand the common constraints of many TA development classes, workshops, and programs, as well as the need for motivating and sophisticated techniques that are, at the same time, practical and focused. Their contributions to this book have proven to be effective in developing the sophisticated communication skills required by TAs across the disciplines.

About the Authors xi

Foreword xxiii

Preface xxv

Acknowledgments xxvii

Part I TA Development

1. Getting Started 3

Acknowledging Teaching Fears: The Three-Minute Free Response 4
Janet Rankin

An Approach to Successful Collaborative Learning 6
Nancy C. McClure

Blended Learning: Focusing on Effective Teaching Through Online Discussions and Concept Mapping 8
Gabriele Bauer

Diversity in the Classroom: Working Effectively with Undergraduate ESL Students 11
Shawna Shapiro

Engaging Students in Active Learning 16
Shawna Shapiro

Identity and Authority in the Classroom: An Exercise for New TAs 21
Mary C. Wright

Planning and Facilitating Discussion 24
Phillip M. Edwards, Stacy Grooters, Margaret Lawrence

Problems, Pitfalls, and Surprises in Teaching: Mini Cases 28
Lori Breslow, J. Mark Schuster

Responding to Student Writing 35
Stacy Grooters, Jennie Dorman

Stand and Deliver: Developing Impromptu Speaking Skills 39
Jane Dunphy

A TA Orientation Plenary Session on University Policies and Resources for Teaching 44
Derek Bruff

Teaching in Computer Classrooms 48
Shaun K. Kane, Joe Hannah, Phillip M. Edwards, Jennie Dorman

Teaching in Lab Settings 52
Jennie Dorman, Michelle Smith, Sara O’Brien, Karen Freisem

2. Advanced Skills 57

Classroom Management Skills: Expanding Your Repertoire 58
Lee Warren

Determining Appropriate Course Goals and Pacing: An Exercise for Advanced TAs 60
Allyson Polsky McCabe, Lu Zhang

Developing Effective Consulting Skills 62
Michele Marincovich, Marcelo Clerici-Arias, Mariatte Denman, Robyn Wright Dunbar

Interdisciplinary Soapbox 68
Jill Bible, Robyn Wright Dunbar

Introduction to Online Teaching and Learning: Using Asynchronous Discussions Effectively 70
Mary C. Wright

Reaction and Response: Group Problem Solving and Effective Feedback 74
Jane Dunphy

Teaching Practice: Emphasis on Active Learning 76
Tershia Pinder

3. Professional Development 81

ASPECTS: Advancing Students’ Professional Excellence with Certificates in Teaching Series 82
Mark Decker

Mock Search Committee: Introduction to the Teaching Philosophy 88
Judith Gibber

Teaching Portfolio Overview: Peer and Whole Group Discussion 91
Gabriele Bauer

Part II ITA Development

4. Culture 97

Cultural Adjustments 98
Barbara Gourlay

Diversity Awareness for ITAs 101
Doris Yaffe Shiffman

High-Context Versus Low-Context Culture: Case Studies 103
Christine Liptak, Colleen Meyers, Kyoung-Ah Nam, Elena Stetsenko

The High School Visit 111
Catherine Ross

Interviews: Surveying College Undergraduates Who Attended High School in the United States 113
Margo Sampson, Vel Chesser, Stacey Lane Tice

5. Pedagogy 117

American Teaching Performance 118
Pamela Pollock

Movie-Based Activities for the ITA Course 120
Theresa L. Pettit

Pedagogical Uses of Critical Incidents Videos for ITAs 126
Stacey Lane Tice, Margo Sampson, Vel Chesser

Practice Identifying and Teaching to a Variety of Learning Styles 128
Anne Halbert

Preparing the ITA for Office Hours 132
Elizabeth Wittner

6. Language 135

Departmental Introduction Speech 136
Kimberly Kenyon

Developing Oral Communication Skills 139
Margaret Lawrence

Discovering and Teaching the Vocabulary of the Academic Communities 142
Doris Yaffe Shiffman

Editorial Jigsaw 144
Barbara Gourlay

Fielding Questions: The IgNobel Prizes 146
Barbara Thompson

The Fine Art of Q&A 148
Barbara Gourlay

The Greek Alphabet: Speaking in Symbols 150
Barbara Gourlay

“International Teaching Assistant of the Year” Speech 153
Kimberly Kenyon

Mimicking American TA Discourse 156
Janet Goodwin

Practicing Communication Strategies 156
Doris Yaffe Shiffman

Presentation Summaries—Take Two! 161
Barbara Thompson

Working with Authentic TA Discourse 163
Janet Goodwin

Resources 167

Index 173

“Understanding why American students behave the way they do is critical in order for interactions with students to be effective and meaningful. The book identifies several areas of educational differences among cultures, raising readers’ awareness and allowing them to avoid potential pitfalls of cross-cultural communication.

…Strategies for Teaching Assistant and International Teaching Assistant Development includes several ideas for exercises in articulating personal advising philosophies, prompting advisors to respond to questions regarding what characteristics are necessary in a good advisor and what kind of person would win an “Advisor of the Year” award.

With an open mind and a knack for modifying exercises, an imaginative advising mentor could easily use this book as a springboard for introducing new approaches to advisor development.”

—NACADA Journal, Issue 30(1) (Spring 2010)

Catherine Ross is associate director of the Institute for Teaching and Learning and director of Teaching Assistant Programs at the University of Connecticut.

Jane Dunphy is director of English Language Studies at the Massachusetts Institute of Technology.

Strategies for Teaching Assistant and International Teaching Assistant Development

Effective teaching assistants require relatively sophisticated communication skills. They must know how to present information in a digestible form, foster and manage classroom interactions, and conduct lab sessions. They are expected to engage appropriately in small talk and other rapport-building techniques. In addition, they require the sensitivity to be effective in office hours and to understand and handle diversity issues. Administrators, facilitators, and instructors must ensure that TAs receive the instruction, practice, and feedback necessary to succeed.

Written for anyone who works with graduate students to support their teaching efforts in American research universities, this book draws on the extensive experience of professional educators who represent a variety of programs throughout the United States. They understand the common constraints of many TA development classes, workshops, and programs, as well as the need for motivating and sophisticated techniques that are, at the same time, practical and focused. Their contributions to this book have proven to be effective in developing the sophisticated communication skills required by TAs across the disciplines.

Divided into two parts, this book first provides activities to foster confidence and teaching skills in novice TAs as well as strategies for more experienced TAs to refine their skills and develop as educators outside the classroom. The second part addresses the particular needs of ITAs with a variety of techniques to promote linguistic, cultural, and pedagogical ease in the American academy. Many of the 45 activities in the book include variations that make them suitable for wider or narrower audiences, or for repeated use with the same audience.