Transforming the Preparation of Physics GTAs: Curriculum Development

TL;DR

This paper details the development and implementation of a comprehensive GTA preparation course at Georgia Tech, aimed at enhancing teaching skills and professional development for physics graduate students.

Contribution

It introduces a structured, evolving curriculum based on the 3P Framework, integrating pedagogy, physics, and professional development for physics GTAs.

Findings

Course is well-received by physics graduate students

The 3P Framework guides effective curriculum development

The program enhances teaching preparedness and professional growth

Abstract

Graduate Teaching Assistants (GTAs) are key partners in the education of undergraduates. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for teaching. But GTAs are students themselves, and not all of them desire to pursue an academic career. Fully integrating GTA preparation into the professional development of graduate students lowers the barrier to engagement so that all graduate students may benefit from the opportunity to explore teaching and its applications to many potential career paths. In this paper we describe the design and implementation of a GTA Preparation course for first-year Ph.D. students at the Georgia Tech School of Physics. Through a yearly cycle of implementation and revision, guided by the 3P Framework we developed (Pedagogy, Physics, Professional Development), the course has evolved into a robust and comprehensive professional development program that is well-received by physics graduate students.