Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/43569
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dc.contributor.authorJensen, M.en
dc.contributor.authorFarrand, K.en
dc.contributor.authorRedman, L.en
dc.contributor.authorVarcoe, T.en
dc.contributor.authorColeman, L.en
dc.date.issued2005en
dc.identifier.citationJournal of College Science Teaching, 2005; 34(7):20-24en
dc.identifier.issn0047-231Xen
dc.identifier.urihttp://hdl.handle.net/2440/43569-
dc.descriptionCopyright © 2005 NSTAen
dc.description.abstractGraduate Teaching Assistants (GTAs) are frequently asked to lead discussion groups. These groups generally take the form of tutorials, review sessions, or problem-based learning classes. In their preparation, what to teach is often emphasized over how to teach. The primary intent of this article is to provide a few simple teaching strategies for GTAs, but our ideas are germane to any biology educator.en
dc.description.statementofresponsibilityMurray Jensen, Kirsten Farrand, Leanne Redman, Tamara Varcoe, and Leana Colemanen
dc.language.isoenen
dc.publisherNational Science Teachers Associationen
dc.titleHelping graduate teaching assistants lead discussions with undergraduate students: A few simple teaching strategiesen
dc.typeJournal articleen
pubs.publication-statusPublisheden
dc.identifier.orcidVarcoe, T. [0000-0002-9462-1830]en
Appears in Collections:Obstetrics and Gynaecology publications

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