Integrating Theoretical and Practical Foundations in TA Training Programs

1. Integrating Theoretical and Practical Foundations in TA Training Programs English 696 Teaching College Composition for North Carolina State University’s Composition TAs By Stacey Mataxis Whitlow

2. Problems Addressed • Nationally, universities are struggling to define effective TA training Practices. By closely analyzing the literature, concrete solutions can be found • Locally, NCSU’s composition TA training program is in transition. By creating a course that fits NCSU’s pre-existing structure, an effective training program can easily be implemented.

3. Methods Used • Nationally: A Literature Review of Past and Current TA Training Practices • Locally: A Course Proposal that Aligns with NCSU’s Pre-existing TA Training Structure

4. Findings TA training programs need to : • Unify training with the university system. • Consider the developmental stages of individual TAs. • Vary their training approaches. • Evaluate their practices. • Produce more substantial research for the development of future programs.

5. First Finding • The first finding shows that all interested parties must help plan the TA training program, not just one department within each individual university. • Successful training serves the various facets of the institution, not just one.

6. First Finding (Cont.) • Dean Jaros’s research explains how these different elements interact within the nine-celled matrix he calls the TA system. • It is vital that a training program consider the needs of all nine cells, before beginning to implement any training program within their university (3).

7. Second Finding • The second finding involves the consideration of the different developmental stages of individual teaching assistants. • According to Sprague, Nyquist and Wulff’s research, every TA progresses through three very different developmental stages: the senior learner, the colleague-in-training and the junior colleague.

8. Second Finding (Cont.) • The Senior Learner requires a more nurturing training program. • The Colleague-in-Training requires a more skills-based training program • The Junior Colleague requires a more self-reflective training experience. (pages 4-5)

9. Third Finding • The third finding supports varied approaches throughout a TA training program in order to promote success • Weimer, Suinicki and Bauer’s research shows that 100% of the successful programs they interviewed used more than one method of training. • The most predominate training combination includes a centralized training orientation with a departmentalized follow-up special skills training session.

10. Third Finding (Cont.) • Thomas Angelo and Patricia Cross have managed to breakdown and categorize common practices within the nation’s TA training programs into four different pedagogical approaches: Informational/inspirational, specific skills training, clinical/technical and coaching/mentorship. (page 6)

11. Fourth Finding • The fourth finding shows that TA training must directly link the theoretical with the practical aspects of teaching in order to create reflective practitioners. • This relationship between theory, practice and experience is vital for success.

12. Fourth Finding (Cont.) • SACS requires these different training programs within the southeast. • On a national level, Ruiz justifies the need for such extensive training programs.

13. Fifth Finding • The fifth finding suggests that in order to successfully implement effective training programs, the academy must adequately evaluate the training programs that already exist. • Weimer, Suinicki and Bauer’s research finds a lack of concrete evaluation within the TA programs they reviewed.

14. Fifth Finding (Cont.) • Friedrich maintains that portfolio based assessment offers an inexpensive and effective method of evaluation. The portfolio allows TAs to focus on their own individual practices, while at the same time the university can reflect on the effectiveness of its training program.

15. Sixth Finding • Additional research is needed to substantiate which training practices offer the greatest returns. • Locally, the piloting of this course could supply some of that much needed data. Perhaps there is a window of opportunity for NCSU to implement a pilot TA training program for which they could gather the data needed.

16. Conclusion • By elevating the magnitude of the TA as a reflective practitioner, North Carolina State University can embrace its role not only as a Research I University, but also its tradition as a land grant institution.