Graduate Teaching Assistant Teaching & Learning Community (GTA TLC)

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GTA Teaching & Learning Community (GTA TLC)

This Learning Community engages educators with evidence-based practices and pedagogy to teach in accessible and inclusive ways. Educators, including Graduate Teaching Assistants, Faculty and Staff share pedagogy, best practices, and holistic educator and student success strategies. This group strives to practice a culture of care and to build community and meets twice a month throughout the year.

GTAs and any teaching enthusiast can volunteer to present on topics and practices that are relevant to teaching undergraduate and graduate students and on identified needs in this space. Sample topics are Communicating about difficult topics, Culturally Responsive Teaching, Using High Impact Practices, Rethinking the Syllabus, Engaging Students using Zoom, Recognizing Mental Health challenges using Kognito, Metacognitive Strategies.

GTA Teaching & Learning Community Virtual Lunch and Learn Sessions and Workshops


March 20, 2024: Writing Your Research Statement

"Applicants must submit a narrative describing their long-term vision for future research with an emphasis on bold projects that have potential for impacts within their areas of interests. The research statement should also summarize the candidate’s prior work as evidence for their potential vision."  Statements like this are commonly found in position announcements with a research emphasis whether in academic institutions, state or federal agencies, or industry.  How will you prepare your "research statement", how will it be structured, and what examples will you use to demonstrate your experiences and potential?  Writing an effective research statement is an important first step to move you from being an "applicant" to an "interviewee".  During this session, participants will engage in a discussion about strategies for preparing an effective research statement that leverages your experiences and demonstrates your potential. 

Facilitator: Dr. Rique Campa (Senior Associate Dean, Graduate School and University Distinguished Professor of Wildlife Ecology, Department of Fisheries and Wildlife) 

*This is part 3 of our 3-part workshop series.  

March 13, 2024: Making the Best of Your Time: Navigating Multiple Responsibilities

This discussion session is a space for GTAs to share best practices to successfully navigate multiple roles, including studying, preparing for class, and doing research. Please join us AND share practices that have worked for you and learn from your fellow GTAs. Lunch will be provided. Your registration is commitment to join us in person. 

Facilitated by The GTA TLC

March 11, 2024: Writing Your Diversity Statement

Many jobs, especially academic positions, ask students to submit a “diversity statement” with their application materials. Many job seekers, unfortunately, treat such a document as an afterthought, when in fact it is a powerful opportunity to think about and articulate our goals, values, and the kind of faculty member or academic leader we aspire to be. 

In this workshop, we will walk you through the process of recognizing your identities and positionality, and the role of DEI in your teaching, research, service, and community efforts. At the end of this session, you will have a working draft to tailor according to your respective needs and to continue your efforts toward DEI. 

Facilitators: Dr. Stefanie Baier and Dr. Hima Rawal 

This is part two of our 3-part workshop series. Our next one is on Research Statement on Wednesday, March 20 from 2:00 – 3:30 pm.  

March 6, 2024: Writing Your Teaching Philosophy Statement

Many academic positions require a teaching philosophy statement as one of the application materials to learn about a candidate’s teaching beliefs, values, and use of evidence-based teaching and assessment practices for effective instruction. In this workshop you will learn how to document your teaching and/or teaching professional development experiences to start crafting your teaching philosophy statement with the help of a rubric. At the end of this session, you will have a working draft of your teaching statement, which will encourage you to continue your efforts toward intentional and effective teaching and instruction.

Facilitator: Dr. Stefanie Baier (Director, Graduate Student and Postdoctoral Instructional Development) 

* This is part one of our 3-part workshop series. Our next one is on Diversity Statement on Monday, March 11 from 1:00 – 2:30 pm.

February 21, 2024: Equity-Centered Trauma-Informed Education (12:00pm to 1:00pm)

Adopting trauma-informed pedagogy requires intentional efforts, planning, dialogues, and constant self-reflection to foster equitable environments where students feel seen, valued, and appreciated. In this session we will discuss six equity-centered trauma-informed principles from Alex Shevrin’s book Equity-Centered Trauma-Informed Education, including helpful tips and activities that can be adapted for any teaching context. Participants in this session will develop ideas to incorporate these principles in their own instructional and work setting. We welcome everyone with an open heart and mind to engage in cultivating tools to add to their equity-centered teaching toolbox. Attendees do not need to have read the book to join the session.

Presenters: Gloria Ashaolu and Dr. Hima Rawal

February 9, 2024: Effectively Using Tech Tools to Enhance Student Learning

In this session, participants will learn about ways of using technology tools and strategies to effectively engage students in their learning. Attendees will leave with several tools for immediate use in their instructional setting.

Facilitator: Tianyi (Titi) Kou-Herrema is a doctoral candidate in the German Program in the Department of Linguistics, Languages, and Cultures at MSU. She received one of the University Excellence-in-Teaching Awards in 2022, is an active member of the GTAP Advisory Group, a former IIT Fellow and a current graduate school sponsored CTLI Graduate Fellow. 

January 18, 2024: Transparency in Teaching and Learning (TILT) (11:00 am – noon)

Providing students with clear information about what to expect in a course and assignments provides equitable opportunities for college students and transparency and context for their learning. Research by Dr. May-Ann Winkelmas has shown that transparency in teaching not only helps students succeed in their individual courses but also increases student retention and overall success. In this session, we will discuss the TILT (Transparency in Teaching and Learning) framework and ways of making teaching and learning transparent for our students so that they can cultivate deeper interest in learning and reap the benefits of their hard work, especially those of underrepresented and first-generation status.

Facilitator: Dr. Stefanie Baier (Director, Graduate Student and Postdoctoral Instructional Development, MSU Graduate School

January 31, 2024: Motivation in the College Classrooms (12:00 - 1:00 pm)

As instructors we are always looking for ways to motivate students to complete readings and assignments, and to want to attend class. In this session, we are discussing how we can apply theories of motivation in our teaching to increase student engagement and enthusiasm about learning. By the end of this session, you will have some actionable strategies to better support your students’ motivation.

Facilitators: Dr. Stefanie Baier, Dr. Hima Rawal, and The GTA TLC