January/February 2018


Happy 2018! Our feature for the first issue of the year puts the spotlight on a very important group of people at the university—the teaching assistants (TAs).

Among other reasons, especially with the increased enrolment of undergraduate students, TAs or primarily Graduate TAs (GTAs) are an important part of the educational landscape at research-intensive universities.

In the infographic below, we share with you the possible teaching and learning journey a GTA might experience, and information about CDTL’s Teaching Assistants Programme (TAP).


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Chadha, D. (2013). Reconceptualising and reframing graduate teaching assistant (GTA) provision for a research-intensive institution. Teaching in Higher Education, 18(2), 205-207. http://dx.doi.org/10.1080/13562517.2012.696537

Cho, Y.J., Kim, M.S., Svinicki, M.D., & Decker, M.L. (2011). Exploring teaching concerns and characteristics of graduate teaching assistants. Teaching in Higher Education, 16(3), 267-279. http://dx.doi.org/10.1080/13562517.2010.524920

Ip Y.K. (2010). Teaching teaching assistants to teach. CDTL, 14(1), 4, 11. Retrieved from http://www.cdtl.nus.edu.sg/link/pdf/feb2010.pdf.

Nyquist, J.D., & Wulff, D.H. (1996). Working effectively with graduate assistants. Thousand Oaks, CA: Sage.

Park, C. (2004). The graduate teaching assistant (GTA): Lessons from North American experience. Teaching in Higher Education, 9(3), 349-361. https://dx.doi.org/10.1080/1356251042000216660

Sharpe, R. (2000). A framework for training graduate teaching assistants. Teacher Development, 4(1), 131-143. http://dx.doi.org/10.1080/13664530000200106.



Workshops to Enhance Teaching

February 2018

Developing a Teaching Portfolio

Developing a Teaching Portfolio walks participants through the process of

  • identifying characteristics of quality teaching
  • reflecting on teaching and its impact on student learning
  • developing a teaching philosophy and a teaching portfolio based on relevant and sound evidence

Mode: Hands-on workshop. Find out more

Promoting Student Engagement in Large Classes

Promoting Student Engagement in Large Classes will introduce some of the best practices in managing large lectures by focusing on three key areas:

  • Getting students prepared for lectures,
  • Promoting interactivity during lectures, and
  • Encouraging team-based activities.

Mode: Hands-on workshop. Find out more

Writing and Using
Intended Learning Outcomes

Writing and Using Intended Learning Outcomes (ILOs) addresses these questions:

  • What are intended learning outcomes?
  • How do I write effective ILOs that lead to improved learning?

Mode: Hands-on workshop. Find out more




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