PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Developing the developers: Lessons learned from work to support providers of professional development for graduate teaching assistants
Page: 1142
Preparing graduate teaching assistants (GTAs) well for their teaching roles is a high-leverage opportunity to improve undergraduate mathematics education. The College Mathematics Instructor Development Source (CoMInDS) seeks to assist people who build and lead teaching-focused GTA professional development (TAPD) at their own institutions. CoMInDS offers direct support to these TAPD providers and seeks to enhance the development and use of research-based TAPD practices. We draw upon project evaluation data and team members’ reflections to identify progress, opportunities and challenges in this work.