Helping graduate teaching assistants lead discussions with undergraduate students: A few simple teaching strategies

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dc.contributor.authorJensen, M.
dc.contributor.authorFarrand, K.
dc.contributor.authorRedman, L.
dc.contributor.authorVarcoe, T.
dc.contributor.authorColeman, L.
dc.date.issued2005
dc.descriptionCopyright © 2005 NSTA
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.
dc.description.statementofresponsibilityMurray Jensen, Kirsten Farrand, Leanne Redman, Tamara Varcoe, and Leana Coleman
dc.identifier.citationJournal of College Science Teaching, 2005; 34(7):20-24
dc.identifier.issn0047-231X
dc.identifier.orcidVarcoe, T. [0000-0002-9462-1830]
dc.identifier.urihttp://hdl.handle.net/2440/43569
dc.language.isoen
dc.publisherNational Science Teachers Association
dc.titleHelping graduate teaching assistants lead discussions with undergraduate students: A few simple teaching strategies
dc.typeJournal article
pubs.publication-statusPublished

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