CREATING TEACHING CHAMPIONS: TAKING THE GRADUATE TEACHING EXPERIENCE OUTSIDE THE CLASSROOM

Authors

  • Jill McSweeney Dalhousie University
  • Nayha Acharya Dalhousie University
  • Giovanni B. Celli Dalhousie University
  • Colin Jackson Dalhousie University
  • Marissa Ley Dalhousie University
  • Raghav V. Sampagni Dalhousie University

Keywords:

Educational Development, Graduate Student Development, TA Development

Abstract

Teaching and learning (T&L) is considered an essential skill for graduate students (Rose, 2012). University T&L centres offer a range of workshops, seminars, and certificates, which allow students to engage with peers who are interested and enthusiastic about T&L and gain support for and confidence in their own teaching (Hughes, 2006). Still, there can be little opportunity for students to engage in more informal T&L dialogue within or outside of their department (Leger & Young, 2014). Through informal
student feedback, the Centre for Learning and Teaching (CLT) at Dalhousie University identified this gap in graduate student T&L development, and created the Dalhousie CLT Champions in 2013.

Author Biographies

Jill McSweeney, Dalhousie University

Jill M. McSweeney (jmmcswee@dal.ca) is a doctoral candidate and the Graduate Teaching Associate at the Centre for Learning and Teaching at Dalhousie University. Her interests include reflective learning, graduate student teaching and learning development, and fostering educational development in
graduate students. Her dissertation work is on creating learning environments that are health promoting and sustainable.

Nayha Acharya, Dalhousie University

Nayha Acharya (nayha@dal.ca) is a doctoral candidate at Schulich School of Law at Dalhousie University. Her academic interests include legal theory, civil litigation, personal injury law, and legal education.

Giovanni B. Celli, Dalhousie University

Giovana B. Celli (giovanacelli@dal.ca) is currently a PhD Candidate in Biological Engineering at Dalhousie University. Her research focuses on the encapsulation of plant-derived bioactive compounds, specifically those from berries.

Colin Jackson, Dalhousie University

Colin Jackson (colinjackson@dal.ca) is a PhD candidate at the Schulich School of Law at Dalhousie University researching tax law and policy.

Marissa Ley, Dalhousie University

Marissa Ley is a M.A. Candidate at that School of Health and Human Performance, Dalhousie University. Her current research is on the impact that environmental development has on social relationships and emotional health of the people of NunatuKavut—a group of Inuit communities in Labrador.

Raghav V. Sampagni, Dalhousie University

Raghav V. Sampangi (raghav@dal.ca) is a Post-Doctoral Fellow and Sessional Instructor at the Faculty of Computer Science at Dalhousie University. His research interests include usability, interactions and security of applications in the Internet of Things.

References

Hughes, J. C. (2006). The scholarship of teaching and learning: A Canadian perspective. Society for Teaching and Learning in Higher Education. Retrieved from: http://www.stlhe.ca/wpcontent/uploads/2011/09/SoTLCanadianPerspectiveJan06.pdf

Leger, A. B., & Young, S. F. (2014). A graduate course on teaching and learning in higher education: Influences on conceptions of teaching and learning. Canadian Journal for the Scholarship of Teaching and Learning, 5(1), 1-13.

Rose, M. (2012). Graduate student professional development: A survey with recommendations. Prepared for the Social Sciences and Humanities Research Council of Canada. Retrieved from http://www.sshrc-crsh.gc.ca/aboutau_

sujet/publication/SSHRC_Report_Graduate_Students_Professional_Skills_March_2012_eng.pdf

Wenger, E. (1998). Communities of practice: Learning as a social system. The Systems Thinker, 9(1).

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Published

2015-09-01

Issue

Vol. 18 (2014)

Section

Articles

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