Open Access8: Assessing and Reinvigorating a Teaching Assistant Support Program: The Intersections of Institutional, Regional, and National Needs for Preparing Future Faculty
Author(s) -
Smith Kathleen S.
Publication year - 2003
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
ISSN - 2334-4822
DOI - 10.1002/j.2334-4822.2003.tb00385.x
Subject(s) - premise , variety (cybernetics) , institution , medical education , incubator , graduate students , academic institution , psychology , pedagogy , sociology , computer science , medicine , library science , social science , philosophy , linguistics , artificial intelligence , microbiology and biotechnology , biology
This chapter discusses an assessment of an 11‐year old teaching assistant (TA) support program at a Research I institution. The TA support program was developed on the premise that professional preparation of teachers includes fundamental teaching competencies or skills that can be identified, developed, and evaluated (Simpson & Smith, 1993; Smith & Simpson, 1995). The purpose of this longitudinal study was to identify and enhance the institutional enabling factors that help graduate teaching and laboratory assistants in performing their duties and in using their graduate experience to prepare for careers at a variety of academic institutions.