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A "Tutor Manual" was developed to facilitate the small group learning experience in the laboratory and tutorial component of the introductory Anatomy and Physiology Nursing course at McMaster University. The manual included a comprehensive discussion of the information and important concepts in the laboratory and tutorial sessions, and provided guidelines on how to facilitate the group effectively in its consideration of the topics. Theoretical educational concepts were considered in the development of this manual, including: lifelong learning; principles of adult learning; the use of small-group discussion in teaching and learning; the role of the facilitator: and the use of objectives. / Thesis / Master of Science (Teaching)

The department of computer science, across many schools in the US, have been seeing a constant increase in enrollments over the last decade. This particularly impacts class sizes of introductory courses, as they are usually listed as required prerequisites courses. The students in these courses typically have very little or zero prior experience with programming. In such course settings, it is not an exaggeration to state that most students in these courses spend more one-on-one time with the course teaching assistants than they do with their course instructors. This implies that the kind of individual attention provided by the TAs of such courses to their students has a very high impact on the students’ learning and the quality of the TAs would greatly impact the quality of the course and directly or indirectly also impact the student retention rate and their interest in computer science for their academic/industry careers. We wanted to take a closer look at what it is that these TAs do, and how they do it. We observed TAs from two introductory courses for almost about two semesters, and conducted a focus group meeting each with TAs and students enrolled in these course. We found that the TAs felt responsible for instilling an interest in computer science in the students, apart from helping them to learn by themselves. We also found that the students see teaching assistants as a very valuable resource, when it comes to actually applying the concepts that they learn in lecture. Our findings tells us that there is a gap between what the TAs think they need to give as help to the students and what the students tend to expect from their TAs. We also discuss the implications of our findings and possible future work. / Master of Science

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Patricia Monoson, George Padavil (co-chairs), Ronald Halinski, Larry McNeal. Includes bibliographical references (leaves 85-94) and abstract. Also available in print.

Four case studies of graduate assistant (GA) teachers were completed to examine the impact of a teaching induction program on GA teaching, planning, and content selection. Data collection methods included interviews, field notes, videotape records, and questionnaires. Based on a qualitative data analysis, each GA's unique perspective about the effective teaching of their subject and a lack of follow-up teaching support provided by faculty supervisors, appeared to influence teaching toward a "pedagogy of contentment." That is, the four GAs did not consistently teach as the induction program suggested, rather they appeared content with their own teaching without considering the need for improvement. It was expected that the induction program would inspire a "pedagogy of dissonance" or dissatisfaction with teaching. That is, the GAs would have been encouraged to ask questions about teaching, experiment with various teaching methods, and seek support from faculty supervisors. Instead, the GAs reported contentment centered on their belief that they already knew the different strategies, methods, and routines of how their particular subject was supposed to be taught. These beliefs about the effective teaching of their subject appeared to be the most powerful influence on their teaching. The influence of the induction program, designed to encourage the use of an effective teaching model endorsed by the department, was minimal. It was the goal of the induction program that all GAs, with help from faculty supervisors, would consistently incorporate some of the teaching strategies suggested. Instead, the GAs in this study appeared to dismiss a majority of the effective teaching model as incompatible with their own perspectives. While a teaching induction program suggesting effective teaching strategies may be necessary to enhance GA teaching, it appears not to be adequate alone. The GAs in this study did not consistently use the department's suggested model of effective teaching, in part, due to their reliance on their own perspective about effective teaching and a lack of follow-up teaching support provided by faculty supervisors. / Ed. D.

Graduate teaching assistants (GTAs) face the unknown as they negotiate their multiple roles and identities within the graduate school and classroom setting as teachers, students, and researchers. The purpose of this study is to identify the role that institutionalized socialization, social support, and behavioral observation and modeling play for GTAs as they navigate their way through the organizational socialization process. Interviews with twenty two current and former graduate teaching assistants from a Communication department at a large, southeastern university (GSU) were conducted and analyzed. Findings indicate that institutionalized socialization, which exists at both the graduate school and departmental level, serves to both reduce and create uncertainty and anxiety for GTAs based on messages communicated and also serves the purpose of relationship formation. In examining the social support aspect, findings indicate that the socialization process is facilitated for GTAs through House‘s (1981) four categories of emotional, instrumental, informational, and appraisal support. Finally, behavioral observation aids in the socialization process for GTAs. Observation is used by GTAs to obtain information about teaching behaviors, specifically what they should and should not do in the GSU classroom. Observation also highlighted both positive and negative aspects of the departmental culture and helped GTAs to understand how things work in the department. Implications, limitations, ideas for what can be done to improve the process for GTAs, and areas for future research are also discussed.

The purpose of this study was to investigate Peer Collaborative Mentoring (PCM) as a professional development model for international graduate teaching assistants at an American university. Data were gathered from interviews and observations of three American peer mentors (Intracultural Peer Mentors/IAPMs), five Chinese Graduate Teaching Assistants (Intercultural Peer Mentors/IEPMs), and 130 undergraduate students who were enrolled in an introductory course in chemistry from the IEPMs. Six categories were identified through an analysis of the data: (1) IAPM socialization; (2) dynamics of PCM; (3) gender; (4) language; (5) phases; and (6) benefits of the PCM process. Data in the categories were analyzed using two forms of triangulation: (1) investigative and (2) data source. The results of the study indicate that PCM is a developmental process in which participants (IEPMs and IAPMs) move through four phases (Induction, Empowerment through Collaboration, Reduction, and Termination) employing the concepts of reciprocity, mutuality, parity and cultural sensitivity. Providing this type of support system gave the IEPMs and IAPMs an opportunity to develop a learning community through the PCM process. During the study, the two groups of participants acted as cultural mediators for one another and for the students. The purpose of the mediation was to assist all participants in developing their cross-cultural skills and resolve issues that were germane to the quality of the teaching environment and the professional development of the IEPMs and IAPMs. The study provides a new mentoring model for teaching faculty that is responsive to professional development and cross-cultural communication skills. The model supports an environment where isolation and dissonance are minimized and collaboration and cultural sensitivity are encouraged. / Graduation date: 1992

The purpose of this study was to provide prospective recreation graduate assistants recommendations how to write clear and concise resumes that would help them earn a graduate assistantship. After reviewing the literature, three categories of resume development were identified as important in evaluating what graduate assistants will need to include in a resume that would attract recreation professionals' attention during the selection process. The categories included demographic information, resume content components, and general information. No prior research existed for recreation graduate assistant resume content.The researcher created a survey based on three categories. The survey was a descriptive study using data derived from the participants' completed survey. Participants for this study (N=3 72) were recreation professionals who worked at National Intramural Recreational Sports Association (NIRSA) affiliated schools and were directly responsible for the selecting and evaluating of graduate assistants. Research findings revealed that 70% of the participants viewed the resume as the most essential piece of written application materials. Participants consistently viewed practical experiences including professional publications written, professional conferences attended and internships as important aspects to include in a resume. This research also concluded that, due to graduate school requirements, current academic information such as major field of study, internship experience, and type of degree earned were highly rated as essential or very important pieces to include on a resume. Personal information such as a candidate's characteristics were consistently viewed as somewhat important or of no value to recreation professionals. / School of Physical Education