STLHE 2016 SAPES

Over the last 15 years, we have witnessed tremendous growth of institutional awareness and commitment to the professional development and training of graduate students as teachers (Pratasavitskaya & Stensaker, 2010; Cassidy, 2014; Osborne et al., 2014; Popovic et al., 2015). Teaching development programs for graduate students prepare them for faculty roles, while also building pathways to any future workplace. The literature shows such programs to be particularly effective if they draw on the strengths and insights of graduate students themselves through peer-to-peer training models (Adams, 2002; Pricto, 2002; Austin and McDaniels, 2006; Temple et al., 2003). The format of such training programs can vary widely and maintaining consistent delivery of programming and resources can be challenging. Using L. Dee Fink’s (2013) theoretical framework of integrated design for significant learning, and through the exploration of the Teaching Assistants’ Training Program (TATP) at the University of Toronto, this interactive workshop will identify key considerations and explore design phases in assembling a coherent and well-integrated teaching development program for graduate students with a peer-to-peer focus. The workshop will encourage participant engagement and interaction through the hands-on design of a training program plan. Through the first section, while identifying situational factors, participants will be working with worksheets to document their institutional requirements. Subsequently, they will be asked to develop and clarify goals for their local programs, and will engage in a wider group discussion of peer-based TA training models in light of regional, national and international contexts and goals for TA training. Two TATP graduate student peer trainers will be on hand to help facilitate the activities and share their perspectives and experiences.