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GTAs maintain current knowledge of pedagogical theory and practice

Description of Credential

Continuing pedagogical education and maintaining up-to-date knowledge in educational theory and practice demonstrates a commitment to teaching and self-improvement and enhances teaching outcomes.

Value of Credential

The development of teaching competency is an ongoing process; as research progresses in the science of psychology and the science of learning, pedagogy changes and instructors must keep pace with changes in the field (Richmond, et al., 2014). Graduate teaching associates (GTAs) earning the Professional Development badge advance their knowledge and practice of teaching strategies through ongoing participation in professional development, becoming part of a learning community dedicated to improving college instruction.

Badge Criteria

Complete four teaching-related workshops offered through the OSU psychology department, UCAT, or teaching-specific sessions at regional or national conferences. At least ONE workshop must focus on issues of diversity in teaching.
Submit evidence of attendance and self-reflection on new knowledge acquired.
- Acceptable evidence of workshop attendance includes a confirmation email of registration.
- Evidence of self-reflection - a one-page reflection summarizing the relevance of the training/workshop and describing knowledge/skills gained or improved as a result of participation.

How to apply: Submit evidence of attendance and self-reflection for four workshops (in Word or PDF format) to the Carmen (Canvas) dropbox following the submission guidelines; note clearly which workshop fulfills the diversity requirement.

The badge will be awarded when all documents/reflections are reviewed and evaluated as "complete." To be considered complete, each submission must receive a score of 5 or above.

Graduate Teaching Competencies Achieved

Gain knowledge of 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)
Teach with attention to diversity, inclusion of multiple perspectives, and demographics so that every student has the opportunity to learn. (Diversity and Inclusion)

References

Brooks-Harris, J. & Stock-Ward, S. (1999). Toward an integrated model of workshop design and facilitation. In Workshop designing and facilitating experiential learning (pp. 1-17). Thousand Oaks, CA: SAGE Publications.

Eble, K. E., & McKeachie, W. J. (1985). Improving Undergraduate Education through Faculty Development. An Analysis of Effective Programs and Practices. Jossey-Bass Inc., Publishers, 433 California Street, San Francisco, CA 94194.

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.

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.

Walker, G. E., Golde, C. M., Jones, L., Bueschel, A. C., & Hutchings, P. (2009). Creating and sustaining intellectual community. In The formation of scholars: Rethinking doctoral education for the twenty-first century (pp. 120-140). John Wiley & Sons.

Click below to submit reflections.

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