This program will seek to an answer to the central question: whether participating in a structured assistantship accompanied by course-based instructional training, significant professional development, and mentoring from well-trained mentors increases or decreases the likelihood of the recipient’s student success and career readiness?
The outcomes may suggest an alternative to the dominant research apprentice model of doctoral education that provides a specific definition for success that devalues teaching (especially Teaching Assistant [TA] roles). This model also minimizes the training for instruction that proves invaluable upon degree completion. The study will provide guidance to TA programs nationwide and underscore the value of teaching as a meaningful component of success and readiness.
Read the abstract here