Resources, Handbook & Online Space
Facilitators: Silvia Bartolic; Shaya Golparian
This page gathers notes and thoughts about this meeting.
Facilitated activities:
Important Resources for TAs
- For All TAs (New/Returning/Grad and Undergrad)
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- Defining roles and responsibilities of all TAs
Teaching Skills
TA-Instructor responsibility agreement / Task agreement/ Allocation of hours
Student Support Services
CUPE/TA Union/Contrat info (when and why to contact them)
TA Coordinator/Faculty contact info
Critical situations/Challenging situations relevant to their role
How to develop a rubric
Next level resources (i.e: ISW; teaching resources, etc)
- Defining roles and responsibilities of all TAs
- For New (Grad and Undergrad TAs)
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- Imposter Syndrome
Technology training
Grading policies
- Imposter Syndrome
- For New Undergrad TAs
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- Professionalism
Plagiarism
Grading peers
Teaching to a students who are not much younger than you
- Professionalism
- For Returning (Grad and Undergrad TAs)
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- PD resources
Teaching related (for those new to teaching in their role as TAs)
Facilitation advice/support
Awards
Coaching teams
Developing a Teaching Portfolio
Sample TA/guest lecture feedback/evaluation forms
team dynamics
- PD resources
Online Space
Advantages/Challenges with Online Space
Advantages:
- Train those who miss F2F sessions
Pre-work to F2F session
Online platform for for discussion
Flexibility
Challenges
- Lack of social aspect/support
Lack of/less participation (do a quiz to address this)
Are they really learning?
Create content – keeping the content updated
Accessibility – No access to internet
Solution for the disadvantages of online space
- Participation
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- certificate of attendance
discussion boards (eg: pre-ISW)
Blend (ensure in person components)
Check-in / Completion monitoring system
- certificate of attendance
- Mentorship +/- Community of Practice w/ Other TAs
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- (could be organized through an online chatroom)
- Recruiting returning/senior TAs to facilitate/create content
- Reflection Activities
- Reminder that training = paid hours
What should/shouldn’t go online? What would it look like?
What should go online:
- TA/Instructor first meeting
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- → checklist of questions
- Link to resources/references
- CUPE, Role/responsibilities of TAs
- How to develop a rubric + template + practice creating rubrics for assignments, etc.
- Practical Info (Photocopy; log-into computer; TA Office info; Contact info)
- Upcoming events
- Suggestion box
- Online module based learning
- Diversity training + in person case studies
- Professionalism
What shouldn’tgo online:
- Critical Incidences role-play
- Marking → Participatory Module
- Sessions that are more impact with Active Learning
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- Experiential Learning
Discussion based Learning
- Experiential Learning
Strategies for getting TAs to review online resources and participate in online activities
- Making sessions mandatory – payment
- Incentivizing
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- User Friendly
Valuable/relevant
Food Vouchers
Certificate of Attendance
- User Friendly
- Discussion board
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- FAQ
- Returning TAs lead next year’s session (in person or online)
- Conduct needs assessment → Look into what TAs want to learn? → matching these goals with online content