Cultivating Accessible Learning Communities: The Role of GTAs and Small Group Teaching

Mathers, H. , Campbell, P., Lacsny, A. and Curley, E. (2021) Cultivating Accessible Learning Communities: The Role of GTAs and Small Group Teaching. 14th Annual University of Glasgow Learning and Teaching Conference, University of Glasgow, 18 June 2021.

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As highlighted by Muzaka (2009), the flexible approach of GTAs to delivering course material has great strengths in the small group setting, providing collaborative, adaptive and student-centred environments. The diversity of our GTA cohort in Geographical and Earth Sciences (GES) compliments this flexibility and is key in constructing and maintaining effective learning spaces. The GTA support and progression structure in GES is key to developing the confidence and independence that underpins our model for iterative teaching development which empowers student and GTA voices within the community of practice. We reflect on a positively-received year of online tutorial and lab-teaching, foregrounding the value of GTAs in achieving this. Utilising local examples from SGT contexts, we offer a framework to increase opportunities for student and GTA involvement in curriculum co-design, working towards an inclusive learning environment.

Item Type:Conference or Workshop Item
Keywords:Small group teaching, learning communities, graduate teaching assistants, co-teaching, collaborative learning.
Glasgow Author(s) Enlighten ID:Campbell, Dr Pamela and Mathers, Dr Hannah and Curley, Dr Edward and Lacsny, Ms Alice
Authors: Mathers, H., Campbell, P., Lacsny, A., and Curley, E.
Subjects:G Geography. Anthropology. Recreation > G Geography (General)
L Education > LB Theory and practice of education
Q Science > QE Geology
College/School:College of Science and Engineering > School of Geographical and Earth Sciences
College of Social Sciences > School of Interdisciplinary Studies

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