Briel, H., & Chadha, D., & Dakes, C., & Hagen, E. J., & Campbell, J. I., & Shah, U. V. (2024, June), TA Training at Two R1 Institutions: A Comparative Analysis  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48050

\bibitem{asee_peer_48050}
  Briel, H., \& Chadha, D., \& Dakes, C., \& Hagen, E. J., \& Campbell, J. I., \& Shah, U. V. (2024, June), \emph{TA Training at Two R1 Institutions: A Comparative Analysis}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/48050

Haley Briel, Deesha Chadha, Chris Dakes, Erica Jean Hagen, James Iain Campbell, and Umang Vinubhai Shah.  "TA Training at Two R1 Institutions: A Comparative Analysis".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48050 Internet.  30 Jul, 2024

\bibitem{asee_peer_48050}
  Haley Briel, Deesha Chadha, Chris Dakes, Erica Jean Hagen, James Iain Campbell, and Umang Vinubhai Shah.
  "TA Training at Two R1 Institutions: A Comparative Analysis".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48050 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_48050
author = "Haley Briel, Deesha Chadha, Chris Dakes, Erica Jean Hagen, James Iain Campbell, and Umang Vinubhai Shah"
title = "TA Training at Two R1 Institutions: A Comparative Analysis"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48050}
}

TY  - CPAPER
AB  - This paper seeks to compare models of engineering graduate teaching assistant (TA) training developed by two research-intensive higher education institutions, the University of Wisconsin-Madison and Imperial College London. This paper seeks to highlight best practices and identify shared and individual lessons learned related to training: how it is structured, how participants are motivated to engage, how and what content is delivered, and foundationally, what informs those decisions. As institutions worldwide are seeking to increase their enrollment in STEM programs, TAs have become even more essential in providing direct instruction, supporting student wellness, managing grading and assessment, and more. Hosting and continually supporting TA training that is proactive, engaging, and based on evidence- based practices is vital to ensuring that the student experience is consistent across semesters, departments, and courses. Furthermore, it has become clear that TA training serves as the foundation for graduate student careers as they advance into faculty positions where they will be expected to have knowledge in basic pedagogy. In this paper, staff responsible for designing and delivering training critically reflect upon the models of practice they employ to compare their utility. The models and lessons offered in this paper will serve as guidance for practitioners who hope to develop or revise their own training programs. This paper will also describe the rationale behind different training approaches taken by the authors at the two institutions grounded in the unique needs and contexts. Future research opportunities exist to evaluate the impact and effectiveness of these training programs for both graduate students participating in the trainings as well as undergraduate students who are the beneficiaries of improved instruction. 
AU  - Haley Briel
AU  - Deesha Chadha
AU  - Chris Dakes
AU  - Erica Jean Hagen
AU  - James Iain Campbell
AU  - Umang Vinubhai Shah
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - TA Training at Two R1 Institutions: A Comparative Analysis
UR  - https://peer.asee.org/48050
ER  -