Tag Archives: TAs

TAPD mini-modules week 4: But, are students really learning?

This semester, we’ve carved out time from the Teaching Assistants’ normal duties—a half-hour per week—to use for professional development activities. This post series tracks our weekly goals and activities. “We’re going to derive this, but I need your help with it.” This was my lead-in to the set of clicker questions we used to derive […]

TAPD mini-modules week 3: “Does F=ma in real life or only in physics?”

This semester, we’ve carved out time from the Teaching Assistants’ normal duties—a half-hour per week—to use for professional development activities. This post series tracks our weekly goals and activities. “Does F=ma in real life or only in physics?” Students say the darnedest things. Over my years as a TA and instructor, I’ve had many interactions […]

Proactive instructors boost student engagement

To initiate conversations or wait for students to come to you? In the physics classroom, this is a question that many inexperienced (and probably some experienced) instructors wrestle with. In a new paper Ido Roll and myself show that the answer is that you should initiate conversations. By observing Teaching Assistants (TAs) and students in a first-year physics lab, we show […]

What TAs don’t realize they can do to help students in the classroom

Recently, I gave a talk to graduate students about a physics education project I worked on with Ido Roll. (Slides embedded in Appendix I below.) Briefly, the idea for the project was to evaluate which teaching assistant (TA) behaviours could be used to predict student engagement and learning in a first-year physics lab. Our main result was […]