*Please note: Interested participants can submit a TA Article at any time before February 18th, 2019. No need to register via Carleton Central. If you’re a participant in the “Certificate in TA Skills” program, you will submit your article via the cuLearn page. If you’re not a participant in the Certificate program, simply email it directly to the EDC.
- Note: if you are a participant in the Certificate in TA Skills program, please consult the cuLearn page for instructions, deadlines, and related FAQs.
- The capstone project for the Certificate in TA Skills program, the TA Article is also a training option that is available to all teaching assistants (including teaching assistants who grade)
- Individuals can only submit two articles per academic year (Fall and Winter terms)
- Participants in EDC’s Certificate in Teaching Assistant Skills can count an article towards their 10 Training Sessions, but will still be expected to submit another article to complete the Article requirement
Note: if you are a participant in the Certificate in TA Skills program, please consult the cuLearn page for instructions, deadlines, and related FAQs.
Your TA Article should reflect what you have learned about teaching and, more specifically, your teaching philosophy through your experiences as a teaching assistant.
Articles are sometimes selected to be displayed on the TA Support website blog or distributed to teaching assistants in your department. These articles should be:
- 1-2 pages (single-spaced).
- Present an argument (the initial basis can be an observation, a best practice, or an anecdote) that fellow TAs can potentially use to inform their own teaching practices.
- Support that argument using academic references (the scholarship of teaching and learning).
- Address the theme of the year. The theme for the Fall 2018 & Winter 2019 TA Article is “Experiential Learning in the Classroom.” Within adult education theory, lies David Kolb’s “four stage model of experiential learning”: Concrete experience – Reflective observation – Abstract conceptualization – Active experimentation (Kolb, 1984) Situating yourself, as a TA, into the teacher/presenter role (tutorials, workshops, lectures, courses), how can experiential learning theory guide you in your role(s)? How can EL (experiential learning) theory be integrated into, for example, workshop design? How critical of a role did experience play in your own learning in post-secondary study? George Slavich and Philip Zimbardo discuss EL in the classroom:“The more impressive developments in classroom instruction have involved large-scale re-considerations of what should happen in the classroom and what teachers should aim to accomplish over the duration of a course. For example, while it was once relatively common to regard students as passive listeners in the classroom, a large number of excellent books and journal articles have now been published describing techniques for getting students more active and engaged in class (Fies and Marshall 2006; Michael 2006; Rosebrough and Leverett 2011). In addition, whereas teachers’ objectives used to be relatively constrained to helping students master course content, it is not uncommon for teachers’ goals to now also involve some combination of increasing students’ academic self-efficacy (Caprara et al. 2011; Marsh and Martin 2011), improving their self-regulatory capability (Boekaerts 2002; Zimmerman and Schunk 2011), enhancing their feelings toward learning (Duncan and Arthurs 2012), and instilling in them values and skills that promote lifelong learning (Aspin et al. 2012). These developments have reshaped contemporary pedagogical discussions, as well as what instructors do in the classroom (Young 2005). They have also had a significant effect on learning. For example, several well-controlled studies have now shown that students demonstrate more learning, better conceptual understanding, superior class attendance, greater persistence, and increased engagement when collaborative or interactive teaching methods are used compared to when traditional lecturing is employed (Armbruster et al. 2009; Armstrong et al. 2007; Dahlgren et al. 2005; Deslauriers et al. 2011; Freeman et al. 2007; Haak et al. 2011; Knight and Wood 2005; Preszler 2009; Prince 2004; Saville et al. 2006; Ueckert et al. 2011; cf. Andrews et al. 2011).”Situate your answers, on the questions listed above, within Savich and Zimbardo’s discussion.
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Slavich, George M., and Philip G. Zimbardo. 2012. “Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods.” Educational Psychology Review 24, no. 4: 569–608.
- Accompanied by your completed self-assessment form.
Monday, February 18th, 2019 Last day to submit a 1st draft for a TA Article; no new Articles accepted after this date Monday, March 18th, 2019 Last day to submit and have approved a final draft of a TA Article; typically, during the Feb.18 – Mar. 18 period, Article writers go through a guided revision process with the coordinator
- Getting Started
Your article should resemble a brief, thoroughly researched journal publication.
- Begin with a quick survey of teaching and learning journals
- Include your: name, student number, and academic references
- Compose, edit, and proof your content
- Content Prompt
The theme for the Fall 2018 & Winter 2019 TA Article is “Experiential Learning in the Classroom.”
Even if you do not regularly interact with students, you should consider how your teaching – in whichever form it takes – touches on these and related questions. If you are concerned about your topic, you can submit a proposal to ensure you are on the correct path.
Remember that your piece should be structured as an argument (the initial basis can be an observation, a best practice, or an anecdote) that fellow TAs can potentially use to inform their own teaching practices.
- Submission Procedures
- Complete the article and the self-assessment. If you score under 32/40 on the self-assessment, revise your article before submitting. Articles submitted without a self-assessment will not be reviewed.
- Save your article as a .DOC or .DOCX file; format the title as “LastName, First Name. TitleOfArticle.” Be sure to include your name and student number in the document itself, too.
- Save your completed self-assessment as a .DOC or .DOCX file; format the title as “LastName, First Name. Self-Assessment.”
- Submit your article & self-assessment via the Article Submission form on the cuLearn page (Certificate participants) or simply email your article & self-assessment directly to the EDC (TAs not participating in the Certificate program).
- Wait 1-2 weeks for an update from your reader. Keep in mind that requests for revisions are quite common. Credit is not awarded until the article is deemed acceptable.
- Training Hours & EDC Certificate
- Training Hours: 2.5 hours per article, max. of 2 articles per academic year
- EDC Credit: In addition to counting 2.5 hours towards paid training hours, the TA Article can be equivalent to 1 EDC certificate training session for those teaching assistants participating in the Certificate program. Note: all Certificate participants are required to write 1 article for the program, which does not earn EDC credit, but are eligible to write a second one for EDC credit.
- Note: The maximum number of articles any TA can submit (for paid training hours credit OR for EDC credit) is 2.