How do they feel?: The role of emotions in teaching development programming

Session Time and Location

Wed, 6 Jun 2018
8:00am to 9:00am
Room: Room:
Maplewood B
Session Track
Session Format

Emotions impact learning; however, this is often overlooked in the teaching we do as educational developers. By exploring these emotional considerations, we can design more effective programming experiences and motivate participation to achieve institutional change. Using two research studies that looked at graduate student instructors’ experienced and anticipated emotions with teaching development as a foundation, session participants will consider how emotions might shape individuals’ experiences with Center programming. Participants will explore a range of positive and negative emotions, analyze how different elements of programming and marketing might evoke emotions, and begin a plan to effectively utilize emotions to benefit programming.

  • Session References +

    Blumer, H. (1969/1986). Symbolic interactionism: Perspective and method. Oakland, CA: University of California Press

    Boman, J. S. (2013). Graduate student teaching development: Evaluating the effectiveness of training in relation to graduate student characteristics. Canadian Journal of Higher Education, 43(1), 100-114.

    Crowe, P., Harris, P., & Ham, J. (2000). Teaching on the run: Teaching skills for surgical trainees. Australian and New Zealand Journal of Surgery, 70(3), 227-230.

    Dimitrov, N., Meadows, K., Kustra, E., Ackerson, T., Prada, L., Baker, N., Boulos, P., McIntyre, G., & Potter, M. K. (2013). Assessing graduate teaching development programs for impact on future faculty. Toronto: Higher Education Quality Council of Ontario.

    Fishbein, M. (2000). The role of theory in HIV prevention. AIDS Care12(3), 273-278.

    Golde, C. M., & Dore, T. M. (2004). The survey of doctoral education and career preparation: The importance of disciplinary contexts. In Wulff, D. H., & Austin, A. E. (Eds.), Paths to the professoriate: Strategies for enriching the preparation of future faculty (pp. 19-45). San Francisco, CA: Jossey-Bass.

    Korpan, C. J. (2014). The apprenticeship of teaching assistants: Time to change? Transformative Dialogues: Teaching & Learning Journal, 7(3), 1–7.

    Pelton, J. A. (2014). Assessing graduate teaching training programs: Can a teaching seminar reduce anxiety and increase confidence? Teaching Sociology, 42(1), 40-49.

    Roach, K. D. (2003). Teaching assistant anxiety and coping strategies in the classroom. Communication Research Reports, 20, 81–89.

    Salinas, M. F., Kozuh, G., & Seraphine, A. E. (1999). I think I can: Improving teaching self-confidence of international teaching assistants. Journal of Graduate Teaching Assistant Development, 6(3), 149-156.

    Taylor, K. L., Schönwetter, D. E., Ellis, D. J., & Roberts, M. (2008). Profiling an approach to evaluating the impact of two certification in university teaching programs for graduate students. In L. B. Border (Ed.), Studies in graduate and professional student development: Defining the field (pp. 45-75). Stillwater, OK: New Forums Press.

    Williams, L. S. (1991). The effects of a comprehensive teaching assistant training program on teaching anxiety and effectiveness. Research in Higher Education, 32, 585-598.