Toolkit: GTA Resource Group
Toolkit is a group for all TAs at Ohio State to socialize with, learn from, encourage, and grow alongside each other. At each of our monthly meetings, we will provide refreshments and yummy snacks for you to enjoy. We will also have some structured activities or discussions, often based on topics suggested by group members, to help you in your TA role. Finally, we will have time for you to casually chat with each other and ask your teaching-related questions to your fellow TAs and to the graduate consultant facilitators.
CalendarJanuary 29, 2019: Imposter Phenomenon 9:00-10:30 AM, Ohio Union: Barbie Tootle Room \ Many faculty and graduate students feel that they are impostors, fearing that at any moment their students or colleagues might perceive them as “frauds.” Participants will discuss common causes of feeling like an impostor in academia with the goal of helping participants identify concrete steps to recognizing their competence as teachers.
February 26, 2109: Multiple Roles as GTAs 9:00-10:30 AM, Ohio Union: Brutus Buckeye Room \ GTAs occupy a unique position as both teachers and students themselves—not to mention as individuals with other roles outside of academia. We discuss strategies for managing the different responsibilities we all have and work with the concept of bringing one’s “whole self” to the classroom as a teacher.
March 26, 2019: Critical Thinking 9:00-10:30 AM, Ohio Union: Brutus Buckeye Room \ It can be frustrating when students don’t demonstrate the critical thinking you expect in class. In this session, participants will learn about stages of student learning development and skills that develop critical thinking. We’ll explore ways teachers can support and advance critical thinking in our students and begin to develop specific activities for your course.
April 23, 2019: Teaching Portfolios 9:00-10:30 AM, Ohio Union: Barbie Tootle Room \ The process of identifying a personal philosophy of teaching and continuously examining it through teaching practice can foster professional and personal growth. You will find out about benefits and uses of a teaching statement in academia and your teaching. You will also have the opportunity to start developing your own statement.
Eric Brinkman is a Ph.D. candidate in the Theatre Department, and his dissertation deploys performance studies, affect theory, transgender and queer theory, and feminist inquiry in an interrogation of the limits of the representation of gender, race, and class difference in the performance of Shakespeare on contemporary theatrical stages. As a teacher, Eric focuses on helping students learn to analyze and approach complexity from different perspectives. He also practices martial arts, the Irish flute, and Tibetan Buddhist meditation, and has had the privilege to teach meditation and yoga at centers in China, Columbia, and the Ukraine, amongst others.
Carly Martin is a Ph.D. Candidate in Germanic Languages and Literatures. She is writing a dissertation on conceptions of language in Enlightenment Germany. As a teacher, Carly loves seeing students become empowered when they can express themselves in a different language and experience themselves through a new cultural lens. In her free time, she likes to learn new languages, travel and sing in choirs.
Taylor Neal is a Ph.D. Candidate in the Department of Chemistry & Biochemistry. His dissertation research is focused on designing practical, user-friendly organic syntheses of complex molecular architectures. As a teacher, Taylor strives to make organic chemistry seem more approachable and inviting, and he loves to join his students in creative problem-solving. Outside of the lab, he keeps busy with amateur music composition, geocaching, and maintaining a small herd of guinea pigs at home.