Abstract
The role of the Graduate Teaching Associate (GTA) can be critical to supporting the work of teaching centers and may provide graduate students with a path into educational development (ED). At a time when many graduate students will not find traditional, tenure-track faculty positions, we must begin to examine how these teaching center roles can prepare graduate students for future ED work and what we can do to help them transition into a position in the field. Through a collaborative auto ethnographic approach, this chapter explores three educational developers’ journeys into ED and how the profession can begin to systematically prepare graduate students for a career in ED.
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Sheffield, S.LM., McSweeney, J.M., Joudrey, S. (2019). Creating an Intentional Career Path: The Journey from Graduate Teaching Associate to Educational Developer. In: Bossu, C., Brown, N. (eds) Professional and Support Staff in Higher Education. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-10-1607-3_19-3
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DOI: https://doi.org/10.1007/978-981-10-1607-3_19-3
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Creating an Intentional Career Path: The Journey from Graduate Teaching Associate to Educational Developer- Published:
- 30 October 2018
DOI: https://doi.org/10.1007/978-981-10-1607-3_19-3
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Creating an Intentional Career Path: The Journey from Graduate Teaching Associate to Educational Developer
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Creating an Intentional Career Path: The Journey from Graduate Teaching Associate to Educational Developer- Published:
- 07 November 2017
DOI: https://doi.org/10.1007/978-981-10-1607-3_19-1