The COVID-19 pandemic necessitated a move to remote/online instruction beginning in the middle of the Spring 2020 semester. As a result, the Fall 2020 cohort of first-year physics PhD students, who would also be graduate teaching assistants (GTAs) for the first time, had to both attend their graduate coursework and teach their assigned labs and recitations remotely. Our Physics GTA Preparation course, a robust and comprehensive program that has been running since 2013 and integrates pedagogy, physics, and professional development strategies, had to be modified in terms of content and delivery to adjust to the present situation. In this talk, I will briefly describe our regular GTA preparation course, the changes made for online instruction, and the things that worked or didn't work in the modified curriculum.

Remote GTA Preparation: the Good, the Bad, and the Ugly

PS.B-SA-09: PER: Student and Instructor Support & Professional Development, Program and Institutional Change I

technical paper

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Emily Alicea-Munoz

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Remote GTA Preparation: the Good, the Bad, and the Ugly

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