We describe a program for involving undergraduate teaching assistants (UTAs) in many types of psychology courses, as well as a 1-credit seminar for preparation of UTAs. The program, widely used by both faculty and students, has matured over a 10-year period. The seminar covers such topics as course organization, evaluation procedures, and videotaping a class presentation. UTAs sign a contract that includes ethical challenges they may encounter. We outline the potential benefits of the program for the UTAs, fellow students, the faculty, and the institution.
Get full access to this article
View all access options for this article.
References
1.
AllenD. E.WhiteH. B.III. (2001). Undergraduate group facilitators to meet the challenges of multiple classroom groups. In DuchB. J.GrohS. E.AllenD. E. (Eds.), The power of problem-based learning: A practical “how to” for teaching undergraduate courses in any discipline (pp. 79–94). Sterling, VA: Stylus.
2.
BenassiV. A.FernaldP. S. (1993). Preparing tomorrow's psychologists for careers in academe. Teaching of Psychology, 20, 149–155.
3.
BuskistW.BeinsB. C.HevernV. W. (2004). Preparing the new psychology professoriate: Helping graduate students become competent teachers. Syracuse, NY: Society for the Teaching of Psychology. Retrieved January 23, 2007, from http://teachpsych.lemoyne.edu/teachpsych/pnpp/index.html.
4.
GoolkasianP.LeeJ. A. (1988). A computerized laboratory for general psychology. Teaching of Psychology, 15, 98–100.
5.
LandrumR. E.NelsenL. R. (2002). The undergraduate research assistantship: An analysis of the benefits. Teaching of Psychology, 29, 15–19.
6.
LowmanJ.MathieV. A. (1993). What should graduate teaching assistants know about teaching?Teaching of Psychology, 20, 84–88.
7.
LumsdenE. A.GrosslightJ. H.LovelandE. H.WilliamsJ. E. (1988). Preparation of graduate students as classroom teachers and supervisors in applied and research settings. Teaching of Psychology, 15, 5–9.
8.
McAdamD. (1987). Bringing psychology to life. Teaching of Psychology, 14, 29–31.
9.
McElroyH. K.Prentice-DunnS. (2005). Graduate students' perceptions of a teaching of psychology course. Teaching of Psychology, 32, 123–125.
10.
McKeachieW. J. (1987). Teaching, teaching teaching, and research on teaching. Teaching of Psychology, 14, 135–139.
11.
McKeachieW. J.SvinickiM. (2006). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (12th ed.). Boston: Houghton Mifflin.
12.
McKeeganP. (1998). Using undergraduate teaching assistants in a research methodology course. Teaching of Psychology, 25, 11–14.
13.
MeyersS. A.PrietoL. R. (2000). Training in the teaching of psychology: What is done and examining the differences. Teaching of Psychology, 27, 258–261.
14.
MuellerA.PerlmanB.McCannL. I.McFaddenS. H. (1997). A faculty perspective on teaching assistant training. Teaching of Psychology, 24, 167–171.
15.
NorcrossJ. C.HanychJ. M.TerranovaR. D. (1997). Teaching opportunities for graduate students in psychology: Commonly available but (still) rarely required. Teaching of Psychology, 24, 265–267.
16.
NorcrossJ. C.WoganM. (1982). Undergraduates as researchers in mental health settings. Teaching of Psychology, 9, 89–91.
17.
PrietoL. R.MeyersS. A. (1999). Effects of training and supervision on the self-efficacy of psychology graduate teaching assistants. Teaching of Psychology, 26, 264–266.
18.
RickardH. C.Prentice-DunnS.RogersR. W.ScoginF. R.LymanR. D. (1991). Teaching of psychology: A required course for all doctoral students. Teaching of Psychology, 18, 235–237.
19.
StarkeM. C. (1985). A research practicum: Undergraduates as assistants in psychological research. Teaching of Psychology, 12, 158–160.
