Graduate teaching assistants’ supervision of undergraduate student research: Sharing lived experiences.

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
8:00am to 9:30am
Room: Room:
Maplewood A
Session Track
Session Format

The small group setting of undergraduate research activities often demands the use of graduate teaching assistants (GTAs). Pedagogical training for GTAs will improve the value of their supervision during undergraduate student research. During a presentation we will show the benefits and challenges of creating shared lived experience of supervision of research activities for graduate students' development. Based on previous literature and data from our GTAs in training, we will provide a theoretical base for purposeful reflection on shared experiences. We present how to create shared lived experiences in a workshop format and use it for improving GTAs learning to teach and supervise undergraduate student research.

  • Session References +

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    Mainhard, M.T., van der Rijst, R.M., Tartwijk, J., & Wubbels, T. (2009). A model for the supervisor-doctoral student relationship. Higher Education, 58(3), 359‐373.

    Malcolm, M. (2012). Examining the implications of learner and supervisor perceptions of undergraduate dissertation research in business and management. Teaching in Higher Education, 17, 565–576.

    Morss, K., & Murray, R. (2005). Teaching at university: A guide for postgraduates & researches. London: SAGE Publications.

    Russ, R.S., Sherin, B.L., & Sherin, M.G. (2016). What constitutes teacher learning? in D.H. Gitomer & C.A. Bell, Handbook of research on teaching (pp. 391-438). Washington DC: AERA.

    Vereijken, M.W.C., van der Rijst, R.M., van Driel, J.H., & Dekker, F.W. (in press). Novice supervisors’ practices and dilemmatic space in supervision of student research projects. Teaching in Higher Education, doi.org/10.1080/13562517.2017.1414791