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Improving the laboratory learning experience: a process to train and manage teaching assistants

Journal Article


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Abstract


  • This paper describes in detail a successful training

    program developed for sessional (part-time or nonpermanent) laboratory

    demonstrators employed in the Electrical Engineering Department

    of an Australian university. Such demonstrators play an

    important role in teaching practical concepts and skills in engineering.

    The success of the program relies on a centralized approach

    coordinated by a carefully selected Laboratory Manager

    responsible for the recruitment, allocation, training, and development

    of sessional teachers, and for assessing student satisfaction

    with them. The paper examines the overall impact of the program

    on these teachers’: 1) introducing laboratory material; 2) preparation;

    3) communication; 4) interest in student learning; 5) ability to

    respond to questions; and 6) overall effectiveness. Sessional teacher

    satisfaction with the training program is also examined, and the

    data were used to inform the program’s further development. The

    results show that the training program successfully improved the

    demonstrators’ teaching skills and thus led to greater satisfaction

    and hence learning experience of both students and demonstrators.

Publication Date


  • 2015

Citation


  • S. Nikolic, P. James. Vial, M. Ros, D. Stirling & C. Ritz, "Improving the laboratory learning experience: a process to train and manage teaching assistants," IEEE Transactions on Education, vol. 58, (2) pp. 130-139, 2015.

Scopus Eid


  • 2-s2.0-84929162273

Ro Full-text Url


  • http://ro.uow.edu.au/context/eispapers/article/4574/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers/3555

Has Global Citation Frequency


Number Of Pages


  • 9

Start Page


  • 130

End Page


  • 139

Volume


  • 58

Issue


  • 2

Place Of Publication


  • United States

Abstract


  • This paper describes in detail a successful training

    program developed for sessional (part-time or nonpermanent) laboratory

    demonstrators employed in the Electrical Engineering Department

    of an Australian university. Such demonstrators play an

    important role in teaching practical concepts and skills in engineering.

    The success of the program relies on a centralized approach

    coordinated by a carefully selected Laboratory Manager

    responsible for the recruitment, allocation, training, and development

    of sessional teachers, and for assessing student satisfaction

    with them. The paper examines the overall impact of the program

    on these teachers’: 1) introducing laboratory material; 2) preparation;

    3) communication; 4) interest in student learning; 5) ability to

    respond to questions; and 6) overall effectiveness. Sessional teacher

    satisfaction with the training program is also examined, and the

    data were used to inform the program’s further development. The

    results show that the training program successfully improved the

    demonstrators’ teaching skills and thus led to greater satisfaction

    and hence learning experience of both students and demonstrators.

Publication Date


  • 2015

Citation


  • S. Nikolic, P. James. Vial, M. Ros, D. Stirling & C. Ritz, "Improving the laboratory learning experience: a process to train and manage teaching assistants," IEEE Transactions on Education, vol. 58, (2) pp. 130-139, 2015.

Scopus Eid


  • 2-s2.0-84929162273

Ro Full-text Url


  • http://ro.uow.edu.au/context/eispapers/article/4574/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers/3555

Has Global Citation Frequency


Number Of Pages


  • 9

Start Page


  • 130

End Page


  • 139

Volume


  • 58

Issue


  • 2

Place Of Publication


  • United States