Badge: Pedagogy

 

 

GTAs participate in academic coursework to develop teaching skills and awareness of pedagogical issues.

 

Description of Credential

 Effective teaching requires an understanding of basic teaching skills as well as an understanding of basic principles of learning and scientifically sound methods of instruction. This badge demonstrates competence in pedagogy through instructional practice and coursework.

Value of Credential

Completing a graduate course on teaching improves pedagogical knowledge and skills. Understanding basic educational theory and practice in addition to subject matter expertise is necessary for effective teaching (Richmond, et al., 2014). The Pedagogy badge indicates that a graduate teaching associate has completed formal training in pedagogy, has acquired knowledge of a scholarly approach to teaching and student-centered classrooms, and has developed practical teaching skills such as developing effective lectures, creating assignments, fair and efficient grading, and assessment strategies.

Badge Criteria

• Successfully complete Psychology 6851: Seminar and Practicum in the Teaching of Psychology at The Ohio State University, or
• Successfully complete Education Policy and Leadership 7404: College Teaching offered in the College of Education

This credential is awarded automatically upon successful course completion. 

Graduate Teaching Competencies Achieved

• Understand how people learn and how to teach consistently with these principles of learning, using a variety of techniques appropriate for the discipline, level, and learning context. (Pedagogy and learning theory)
• Consistently set and communicate learning goals and expectations, both for individual class sessions and the overall course, that are appropriate for the discipline, level, learning context, and institutional curriculum. (Setting goals and expectations)
• Assess student learning responsibly, equitably, and in alignment with learning goals and use results to enhance student learning. (Assessing learning)
• Teach with attention to diversity, inclusion of multiple perspectives, and demographics so that every student has the opportunity to learn. (Diversity and Inclusion)

 

References:

Buskist, W., Sikorski, J., Buckley, T., & Saville, B. K. (2002). Elements of master teaching. The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer, (p. 27-39). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Download Buskist, W., Sikorski, J., Buckley, T., & Saville, B. K. (2002). Elements of master teaching. The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer, (p. 27-39). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Kalish, A., Robinson, S.S., Border, L., Chandler, E., Connolly, M., Eaton, L.J., Gilmore, J., Griffith, L., Hanson ,S., Pinder-Grover, T., and von Hoene, L. (2012). Steps toward a framework for an intended curriculum for graduate and professional students: How we talk about what we do. In A. Kalish, & S. S. Robinson (Eds.), Mapping the range of graduate student professional development. In L.L.B. Border (Series Ed.) Studies in Graduate and Professional Student Development, 14. (pp. 163 - 173). Stillwater, OK: New Forums Press.

Lucas, S. A. (2001). Departmental teaching assistants’ orientation. In L. R. Prieto, & S. A. Meyers, The Teaching Assistant Training Handbook: How To Prepare TAs for Their Responsibilities (pp. 25-45). Stillwater, OK: New Forums Press, Inc.

Richmond, A., Boysen, G., Gurung, R., Tazeau, Y., Meyers, S., and Sciutto, M. (2014). Aspirational Model Teaching Criteria for Psychology. Teaching of Psychology, 41, 281-295. Download Richmond, A., Boysen, G., Gurung, R., Tazeau, Y., Meyers, S., and Sciutto, M. (2014). Aspirational Model Teaching Criteria for Psychology. Teaching of Psychology, 41, 281-295.

 

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