GTA Toolkit - Evidence-Based Practices

This training model revolves around several teaching practices informed by social-psychology research that has been demonstrated to have a positive impact on student experience and outcomes. The teaching practices  have been specifically designed to be within the realm of GTA influence and in the context of GTA positionality to students. These practices are complementary to other forms of evidence-based pedagogy, such as active learning. The community of practice format supports GTAs in learning about these practices, trying them in the classroom, and reflecting on them with peers. Below, you will find detailed guides for each evidence-based practice. 

Tips for Implementation:

These practices are designed to be low-lift for GTAs while also having significant impact on undergraduate students. Below we offer some tips for maximizing GTAs’ benefits using these practices:

• Provide appropriate support for planning and implementation: Community of practice meetings where GTAs can discuss the practices and debrief implementation are essential for GTA growth.

• Coordinate GTA Teaching Practices for Cohesion and Effectiveness GTAs will be most effective in using practices when they can leverage community of practice meetings as opportunities to learn from peers about their successes and challenges. 

• Be mindful of GTA Agency and Role: GTAs serve in a range of roles with varying levels of responsibility for course content and classroom activities. These practices were designed primarily for GTAs with substantive teaching responsibilities (e.g., leading their own lab or recitation sections), who are not fully responsible for course design or curriculum. Depending on the specific roles that GTAs hold in your context, you may need to adapt certain practices to ensure that GTAs are not expected to work beyond their professional scope. 

• Approach New Practices with a Growth mindset: Implementing new classroom strategies can be challenging, particularly for GTAs with limited teaching experience. As facilitators, you can support GTAs by normalizing implementation challenges and emphasizing that everyone is learning and growing together.