Teaching Assistant Training, August 29, 2012
Department of Statistics,
University of British Columbia
TA mentor: Ehsan Karim <ehsan@stat.ubc.ca>
Co-TA trainer: Yumi Kondo <y.kondo@stat.ubc.ca>
Faculty Member in Charge of TA Training: Eugenia Yu
Detailed outline
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Introductory module: (9-10:30am)
Additional topics (if time permits)
Marking exercise module (10:30 – 11:15am)
Writing evaluation module (11:15-12:00pm)
Lunch break (12-1)
Presentation Module (1-3:30pm)
Department Tour (if time permits)
Introductory module: (9-10:30am)
Introduction
Mentors
Students
Purpose of TA training
TA duties / TA Job
Description
Overview of TA job/duties
Ice-breaking
Bit of practice
understanding how things
work here
learn what is expected of a TA
Discussion of issues related to
teaching
Follow-up later
Elements
Head TA
Limits
What we do, how did we get
here, etc.
Name
Home country / university
Prior teaching experience and
something non-academic
Also orientation / grad trip
Tutorial / Lab
Grading
Office hr (regular, special
purpose)
Website management
(Slate/html/connect)
Creating assignment questions
Creating assignment solutions
Preparing lab materials
Exam duties
Role of head TA
- Coordination of TA
- Liaison
- Solution key
- Marking scheme
- Distribute/Dividing
works among TAs
- Upload grades
union / Hours / report if
overload
Good TAing practices
What makes you a good TA
Good vs bad TA
Benefits of being a TA
Courses
2xx
3xx
4xx
5xx
Respect
Responsibility
Timeliness
Clear
Fair
Helpful
Attentive
Attitude
Caring
Friendly
Accessible
video
Leadership
Career
Command in basic concepts
Time
management/organizational
skill
Influence others as well
200 science
203 arts
241/251 engineering
300 second course in stat
302 probability
305 probability and inference
306 modelling
344 sample survey
404 DOE
450 case study
460/461 inference
560/561 inference
540 high dimensional biology
Additional topics (if time permits)
Organization
Lesson planning
Steps
Know your responsibilities
Allow time to prepare yourself
Know materials in advance
Know the materials covered in
the class
Know the approach instructor
is following
Bridge
Objective
Pre-assessment
Presentation
Stress management
Presentation skills
Use of media
Class management
Awareness
Communication
With students, head TA and
instructors
Share teaching experience
With other TAs
With head TA/ instructor
With mentor
Follow-up
Participation based
Post-assessment
Summary
Don’t be shy
Speak up / loudly
Slow down / adjust the pace if
stressed
Rehearse
Encourage participation
Stand up straight
Make eye contact
Face towards the class
Repeat the question
Make positive remarks
Verify if understood
Use board often
Use visuals
Write neatly and big
Write down course name and
lab # at the beginning
Introduce yourself at first lab
Make all deadlines and
policies clear
Don’t apologize for lack of
experience/expertise – tell
them that you will fix the issue
in next lab
Handle distraction
Balance priorities
Don’t give your email address
or office address
Gender harassment (never
date students)
Awareness about multi-culture
Language in the class
decent language
Check Emails regularly
Seek help if in doubt
Help them in the process
Report problems early
regular informal brown bag
lunches in term 1 and 2
Visiting labs
Student and instructor
evaluation
Mentors are available to help
Marking
Office hours
Scheme
Verify marking scheme or any
changes with head TA/
instructor before marking
Course policy
Pencil vs pen (see policy of
course)
Mark homework quickly
Keep conversation on track
If asked by many, explain in
the board, if possible
Listen first
Don’t give away answers
Prepare for next lab if no
students come
Report cheating, circulate the
room and answer students’
questions (no cell phone or
other distractions in exam
while invigilating)
Timeliness
Use them effectively
Exam invigilation
Marking exercise module (10:30 – 11:15am)
Marking exercise
Mark individually
Tips
Mark with marking scheme
Sample first few
Partial credit
Penalize once
Make comments
Consistent / fair grading
Plagiarism
Cross out blank pages
Put check-mark on correct
steps
Mark what went wrong
Write down mark or how
much was deducted inside
marking scheme
more than one possible
solution
reduce marking time by
preparing scheme for all
possible solutions
Writing evaluation module (11:15-12:00pm)
Writing evaluation
Writing diagnostic for
incoming Statistics graduate
students
Your answer to each question
should be written in a
complete paragraph. No pointlike answers will be accepted.
The minimum length required
is 200 words (for both
questions together).
Does exercise improve moods for college students? To answer this question, a researcher
randomly chooses 50 students who visit the college gym. Among these 50 students, 30 students
exercise regularly, and among these 30 students 80% report improvements in their moods after
exercise.
Answer each of the following questions in a separate paragraph.
1. Can the researcher conclude that exercise leads to improvements in mood? Explain in detail
why or why not.
2. Suggest three ways to improve the design of this study to answer the researcher's question.
Explain the improvements recommended on the design in detail.
Lunch break (12-1)
Lunch
Location SUB pie-r-square
Presentation Module (1-3:30pm)
Presentation
Department Tour (if time permits)
Each student gives a 5-7
minute presentation, followed
by critique.