Utilising graduate teaching assistants to implement active learning at university level

Authors

  • David Read University of Southampton http://orcid.org/0000-0002-0575-3816
  • Stephen Michael Barnes University of Southampton
  • Charles Kenneth Harrison
  • Rachel Koramoah University of Southampton
  • Iveta Ivanova University of Southampton

DOI:

https://doi.org/10.29311/ndtps.v0i12.2367

Keywords:

Active learning, peer assisted learning, GTAs

Abstract

Active learning is recognised as a crucial component of university courses in enhancing performance and retention. However, universities face numerous challenges in broadening the provision of active learning, including time constraints, and a lack of staff training and confidence to develop appropriate activities.  This article outlines an approach taken at the University of Southampton to engage a team of graduate teaching assistants (GTAs) in the process of developing, delivering, and evaluating active learning resources to support small-group teaching in chemistry on a Science Foundation Year programme.  A team of four GTAs developed nine activities during the 2015/16 academic year, with evaluation supporting their enhancement for 2016/17.  The article outlines the progress of this work over two academic years, providing evidence of a positive impact on students and teachers alike.


Keywords: Active learning; peer-assisted learning; GTAs

Author Biographies

Stephen Michael Barnes, University of Southampton

Chemistry, Postgraduate Teaching Assistant

Charles Kenneth Harrison

Chemistry, Learning Resources Technician

Rachel Koramoah, University of Southampton

Chemistry, Postgraduate Teaching Assistant

Iveta Ivanova, University of Southampton

Natural Sciences Teaching Fellow

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Published

27-10-2017

How to Cite

Read, D., Barnes, S. M., Harrison, C. K., Koramoah, R., & Ivanova, I. (2017). Utilising graduate teaching assistants to implement active learning at university level. New Directions in the Teaching of Natural Sciences, (12). https://doi.org/10.29311/ndtps.v0i12.2367

Issue

Section

Community Directions