The preparation of graduate teaching assistants (GTAs) to learn classroom dynamics and physics pedagogy is a vital step in the development of the next generation of academic leaders and communicative scientists. However, there is no current research published on the overall landscape of GTA preparation around the country nor the various manners of evaluating the effectiveness of said preparation. We conducted a pilot survey of 15 randomly selected physics PhD-granting institutions in the United States to identify some of the methods used for GTA preparation and their assessments. In this talk we present the development of the pilot survey and preliminary results. This pilot investigation sets up the framework for a future expanded survey of all physics PhD granting institutions, which will allow us to fill the gap in the literature and explore how GTAs are prepared across the country.

It is widely accepted that weekly training meetings are essential for TA and LA preparation in laboratory courses. The weekly meetings typically focus on the immediate challenges and nuance of the specific upcoming laboratory activity with little time for larger pedagogical discussions. In this talk, I will describe one-on-one meetings, conducted at the end of the semester, to provide summative feedback to Teaching Assistants on their teaching. These meetings provide an opportunity to review student surveys and course evaluations to celebrate success, identify areas for potential growth, and collaboratively develop strategies for how to improve their future teaching.

Physics teaching assistants (TAs) often play a large part in student education through their role in the undergraduate laboratory setting. However, training and mentoring for TAs is often minimal, particularly in regards to pedagogy and effective learning strategies. Moreover, TA duties may sometimes be framed as an inconvenient side effect of graduate school.

Here we discuss the support and motivation behind a department-specific training session developed by TAs for TAs. They are framed as physics instructors with a crucial role to play, and we attempt to improve their attitudes toward the students in undergraduate laboratories, in an effort to foster the confidence needed for interactive engagement. Pedagogy of constructivism, engagement, and assessment is introduced, motivated by helping TAs perform their duties confidently and effectively. Finally, we address community-building efforts within the TA population.

Undergraduate learning assistants (LAs) in physics draw upon resources that can be tied to their previous experiences as physics students. By comparing data from LA interviews with teaching observations from an introductory physics course, we will examine how one LA’s teaching practices are grounded in their student experiences. In presenting this LA’s case, we will look specifically at how their learning experiences influenced them to take up teaching practices aligned with responsive teaching. We will conclude with a discussion of how prior experiences as a student, pedagogical training, and classroom teaching can connect in a learning assistant experience and how prior experiences as a student can be leveraged to develop LA teaching practices.