The College Teaching Assistant (TA) Handbook

$82.00

Carol Van Zile-Tamsen (Editor)
Associate Director, Center for Educational Innovation, University at Buffalo, State University of New York, Buffalo, NY, USA

Cathleen Morreale (Editor)
Curriculum and Evaluation Specialist, Center for Educational Innovation, University at Buffalo, State University of New York, Buffalo, NY, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU015000

This handbook is the perfect introductory volume for new graduate teaching assistants (TAs). It provides practical strategies for all aspects of teaching in higher education, from course design and delivery to delivering a course designed by someone else. Topics include grading and assessment; active learning strategies; teaching large lectures, as well as lab sections and recitations; balancing teaching obligations with personal schoolwork; and preparing to enter academia as a teaching faculty member. Nearly all chapters include additional resources and/or materials available in the TA Teaching Toolbox, which is an online resource that accompanies this book. (Imprint: Nova)

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Table of Contents

Preface

Section I: Introduction to the Teaching Assistant Role

Chapter 1. Focusing of Student Learning
Angela Lumpkin (Department of Kinesiology and Sport Management, Texas Tech University, Lubbock, TX, USA)

Chapter 2. Interacting with Students
Heather Hagenbuch and Lauren Nitecki (McNair Scholars Program, University at Buffalo, Buffalo, NY, USA, and others)

Chapter 3. Overcoming Resistance: Trust-Building for Content Delivery
Vanessa L. Haddad (Department of General Studies, SUNY Erie Community College, Williamsville, NY, USA)

Section II: Designing and Delivering Instruction

Chapter 4. Curriculum Development
Cathleen Morreale (Center for Educational Innovation, University at Buffalo, Buffalo, NY, USA)

Chapter 5. Instructional Strategies for Active Learning
Rebecca Rotundo (Center for Educational Innovation, University at Buffalo, Buffalo, NY, USA)

Chapter 6. Multicultural Metacognition: ‘Thinking About Your Thinking’ as a Facilitator for Diverse Student Populations
Tara Jabbaar-Gyambrah and Seneca Vaught (University Honors College, University at Buffalo, Buffalo, NY, USA, and others)

Chapter 7. Wild Problems, Messy Learning: Leveraging the Strengths of Project- and Problem-Based Learning
Korydon Smith, Nicholas Rajkovich and Beth Tauke (School of Architecture and Planning, University at Buffalo, Buffalo, NY, USA)

Chapter 8. Serving as a Teaching Assistant in Large Class Sections
Donald McGuire and Averill Earls (Departments of Classics, State University of New York at Buffalo, Buffalo, NY, USA, and others)

Chapter 9. Teaching Labs and Recitations
Christine Human (School of Engineering and Applied Sciences, University at Buffalo, Buffalo, NY, USA)

Chapter 10. Contemplative Practices in the Classroom
Jamie Carr and Abigail Levin (Department of English, Niagara University, Lewiston, NY, USA, and others)

Chapter 11. Using Technology and Apps
Christopher A. Rates (Center for Educational Innovation, University at Buffalo, Buffalo, NY, USA)

Chapter 12. Assessing and Evaluating Student Learning and Achievement
Carol Van Zile-Tamsen (UB Curriculum, University at Buffalo, Buffalo, NY, USA)

Section III: Professionalism

Chapter 13. Self-Care and the Teaching Assistant: Strategies to Ensure Academic and Career Success
Ryan Bronkema and Matt Varga (Department of Commination Sciences and Professional Counseling, University of West Georgia, Carrollton, GA, USA)

Chapter 14. Teaching as a Profession
Cathleen Morreale, Michelle Messenger and Carol Van Zile-Tamsen (Center for Educational Innovation, University at Buffalo, Buffalo, NY, USA, and others)

Index

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