CHARACTERIZING THE TRAINING AND EVALUATION OF GRADUATE TEACHING ASSISTANTS (GTAS) AT RESEARCH-INTENSIVE UNIVERSITIES: HIGHLIGHTING BEST PRACTICES AND OPPORTUNITIES FOR REFORM

Social Sciences

• Best Practice 100%
• University Graduate 100%
• Content Analysis 50%
• Undergraduate Education 50%
• Curriculum 50%
• Technical Cooperation 50%
• Graduate Education 50%
• School Graduate 50%
• First-Year Student 50%
• Homework 50%
• Summative Assessment 50%
• University Department 50%

Computer Science

• Best Practice 100%
• Engineering Program 100%
• Funding Research 100%
• Engineering Faculty 50%
• Research Question 50%
• Content Analysis 50%
• Information Pertaining 50%
• Digital Resource 50%
• Technical Assistance 50%
• Graduate School 50%

Keyphrases

• Graduate Teaching Assistants 100%
• Research-intensive Universities 100%
• Mechanical Engineering 41%
• Engineering Department 17%
• Research Funding 11%
• Engineering Program 11%
• United States 5%
• Publicly Available 5%
• Engineering Faculty 5%
• Engineering Colleges 5%
• Undergraduate Education 5%
• Multiple Stakeholders 5%
• Technical Assistance 5%
• Graduate Education 5%
• Resource Assessment 5%
• New Faculty 5%
• Big 10 5%
• First-year Students 5%
• Course Content 5%
• Academic Collaboration 5%
• Digital Resources 5%
• University Graduates 5%
• University Departments 5%
• Summative Assessment 5%
• Teaching Assistants 5%
• Teaching Evaluation 5%
• Proctoring 5%
• Office Hours 5%