{"id":1709,"date":"2024-09-25T19:57:11","date_gmt":"2024-09-25T19:57:11","guid":{"rendered":"https:\/\/research.uga.edu\/team-research\/?post_type=projects&p=1709"},"modified":"2024-09-25T19:57:11","modified_gmt":"2024-09-25T19:57:11","slug":"examining-stem-graduate-teaching-assistants-experiences-and-motivations-using-photovoice","status":"publish","type":"projects","link":"https:\/\/research.uga.edu\/team-research\/projects\/examining-stem-graduate-teaching-assistants-experiences-and-motivations-using-photovoice\/","title":{"rendered":"Examining STEM graduate teaching assistants\u2019 experiences and motivations using photovoice"},"content":{"rendered":"

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Teaming for Interdisciplinary Research Pre-Seed Program<\/span><\/h1>\n

[\/vc_column_text][\/vc_column][\/vc_row][vc_row bg_type=”bg_color” css=”.vc_custom_1718395996651{margin-right: 0px !important;margin-bottom: 0px !important;border-right-width: 0px !important;border-bottom-width: 0px !important;padding-right: 0px !important;padding-bottom: 0px !important;background-color: #004e60 !important;}” bg_color_value=”#004e60″][vc_column width=”1\/2″ css=”.vc_custom_1578671862861{background-color: #004e60 !important;}”][vc_column_text css=”.vc_custom_1718994939570{margin-left: 10px !important;}”]<\/p>\n

Examining STEM graduate teaching assistants\u2019 experiences and motivations using photovoice<\/span><\/h3>\n

[\/vc_column_text][\/vc_column][vc_column width=”1\/2″ css=”.vc_custom_1642018498769{margin-right: 0px !important;border-right-width: 0px !important;padding-right: 0px !important;}”][vc_single_image image=”879″ img_size=”full” alignment=”right” css=”.vc_custom_1718395000795{margin-top: 0px !important;margin-right: 0px !important;margin-bottom: 0px !important;margin-left: 0px !important;border-right-width: 0px !important;padding-top: 0px !important;padding-right: 0px !important;padding-bottom: 0px !important;padding-left: 0px !important;background-color: #004e60 !important;}”][\/vc_column][\/vc_row][vc_row][vc_column css=”.vc_custom_1595855041843{margin-top: 0px !important;padding-top: 0px !important;}”][vc_row_inner][vc_column_inner width=”2\/3″][vc_empty_space][vc_column_text css=””]Graduate teaching assistantships are the primary funding mechanism for many first-year STEM graduate students. These time-intensive roles are known to have a large impact within undergraduate introductory courses; undergraduate students often spend as much \u201cface-time\u201d with graduate teaching assistants (GTAs) as faculty members. At the same time, the experiences of GTAs in these positions are equally formative, yet often de-prioritized in the literature beyond effective training practices. Given that the early years of graduate study are crucial for retention, understanding the graduate student experience during this time, including teaching duties, may lead to improved program satisfaction and ultimately, increased retention.<\/p>\n

The goal of this interdisciplinary team of STEM education researchers is then to foster a community of scholars interested in understanding GTA\u2019s experiences at the University of Georgia. Our team plans to study the experiences of GTAs through the participatory action research method of photovoice to examine these experiences. Photovoice studies leverage images gathered by participants in response to a prompt. These images will then be shared and discussed with others (i.e., other GTAs) in a large focus group interview, with the end goal of participants pairing down to 5-10 representative experiences.<\/p>\n

Goals of this project are then 1) characterize the positive and negative experiences of GTAs at the University of Georgia in the Department of Physics and Astronomy and the College of Engineering, 2) identify areas that educators and graduate program leaders can focus on to promote positive experiences and reduce negative experiences for graduate teaching assistants, and 3) discuss and develop proposals competitive for external funding through programs such as the National Science Foundation\u2019s Improving Undergraduate STEM Education or Research in the Formation of Engineers programs.[\/vc_column_text][vc_gallery interval=”0″ images=”988″ img_size=”full” onclick=”img_link_large” custom_links_target=”_blank” css=””][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_column_text css=””]<\/p>\n

Team Lead<\/h4>\n

Sarah Bork-Young<\/span><\/span><\/strong>
<\/span>sjb17852@uga.edu<\/a> <\/span>
<\/span>Franklin College of Arts and Sciences<\/span><\/span>
<\/span>Department of Physics & Astronomy<\/span><\/span>\u00a0<\/span><\/p>\n

Team Members<\/h4>\n

Nandana Weliweriya Liyanage<\/strong>
\nnandanaw@uga.edu<\/a>
\nFranklin College of Arts and Sciences
\nDepartment of Physics & Astronomy<\/p>\n

Nicholas Bork-Young<\/strong>
\nnicholas.young@uga.edu<\/a>
\nFranklin College of Arts and Sciences
\nDepartment of Physics & Astronomy<\/p>\n

John Morelock<\/strong>
\nJohn.Morelock@uga.edu<\/a>
\nCollege of Engineering
\nSchool of Electrical and Computer Engineering
\nEngineering Education Transformations Institute<\/p>\n

Emily Rosenzweig<\/strong>
\nEmily.Rosenzweig@uga.edu<\/a>
\nMary Frances Early College of Education
\nDepartment of Educational Psychology<\/p>\n

Craig Wiegert<\/strong>
\ncwiegert@uga.edu<\/a>
\nFranklin College of Arts and Sciences
\nDepartment of Physics & Astronomy<\/p>\n

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