Program

Homework

Please complete the pre-workshop survey by 5:00 pm on Tuesday, July 16.

Thursday

• Thursday slides
• 8:30 Introductions and icebreaker (Karen)
  • Discussion: What are all of the things that TAs do? How do these impact students?
  • Discussion: Which skills do TAs develop, and how do those skills align with career goals?
• 9:15 Results of survey (Anne)
  • Reflection: Where you are now, where do you want to be? Consider goals/objectives that you can use for action planning.
  • Action planning worksheet: Make a copy and put in your own Google Drive or download as a Word doc to your own computer.
• 10:00 Break
• 10:15 Principles for equitable and effective teaching and learning and discussion
• 11:20 Roadcheck and introduce homework
• 11:30 Adjourn for the day

Homework

Take 15-30 minutes to consider the principles for equitable and effective teaching (Acrobat (PDF) 1.4MB Jul8 24) in light of a class you have taken and/or TA'ed. Make some notes about and prepare to share your thoughts about:

• Ways in which the principles were implemented
• Principles that were less apparent and where there is room for improvement
• Things you as a TA could have done (or could do in the future) to implement the principles

Friday

• 8:30 Roadcheck results and overview of the day
• 8:40 Discussion of homework
• 9:00 Applying the principles to strategies that promote student learning
  • Think-pair-share (we model)
  • Jigsaw
  • Gallery walk
  • Syllabus
  • Field trips
• 9:45 Break
• 10:00 Grading (Anne) Discussion: Strategizing for change
• 11:00 Action planning
  • Group activity: What are three things you can do to become a better teacher next year?
  • Individual reflection: How will you build the skills you need to get where you want to be? What are the resources you can make use of within your own institution and beyond? How will you document your development? 
• 11:20 Workshop evaluation 
• 11:30 Adjourn

Resources

Equitable and effective teaching

• Equitable and Effective Teaching in Undergraduate STEM Education: A Framework for Institutions, Educators and Disciplines A National Academies of Science, Engineering, and Medicine Committee
• Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity - K. Tanner, Life Sciences Education, 2013
• Learning-Focused Syllabus Rubric from the University of Virginia Center for Teaching Excellence
• The UFERN Model for designing inclusive field experiences, and O'Connell, K., Hoke, K. L., Giamellaro, M., Berkowitz, A. R., & Branchaw, J. (2021). A Tool for Designing and Studying Student-Centered Undergraduate Field Experiences: The UFERN Model. BioScience, 72(2), 189-200. https://doi.org/10.1093/biosci/biab112 
• Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research CBE—Life Sciences Education, 20(1), fe1. https://doi.org/10.1187/cbe.20-08-0200

Other

URGE: Unlearning Racism in the Geosciences

Risk assessment template Google Sheet

Interactive Teaching

• SERC's Engaged Pedagogy collection
  • Examples: Cooperative Learning, Using Socratic Questioning, and many more
• On-Ramps - quick-start guides to help you get up to speed in widely used strategies for actively engaging students in the classroom to improve learning (specific examples are from Tectonics, but guidance is widely applicable to other subjects)