Environmental thought in nineteenth-century America has often been dismissed: either it was strictly utilitarian, or it was oriented exclusively toward wilderness, or it was a naive, nostal...

American Arcadia: Mount Auburn Cemetery and the Nineteenth-Century Landscape Tradition

Meeting one's maker : commemoration and consumer choice in York Cemetery

We present an adaptable curriculum for training undergraduate and graduate teaching assistants (TAs) in computing disciplines that is modular, synchronous, and explicitly mirrors the teaching techniques that are used in our classes. Our curriculum is modular, with each component able to be expanded or compressed based on institutional needs and resources. It is appropriate for TAs from CS1 through advanced computing classes. In addition to being easily adjustable to institutional needs, this curriculum holds two important positions. First, that synchronous training is most effective. Second, that it is vital the curriculum is designed based on peer-to-peer learning and actively incorporates abstract pedagogical reflection into the materials. When TAs are taught the content, it is grounded in the same techniques that we are encouraging them to use and that, as computing faculty, we ourselves use. Finally, we posit that student-TA interactions are a specific site of amplifying and attenuating inequality in computing classrooms. By providing a curriculum that is easily accessible and sensitive to both the technical and interpersonal needs of pedagogical training, we aim to create a more welcoming environment for all learners in computing disciplines. Based on our experience teaching this curriculum to more than 900 TAs at two institutions in four different formats, we offer insights and recommendations to using and adjusting this curriculum under varying circumstances. We release the curriculum in its entirety to the computing education community (at https://cic.northeastern.edu/ta-training/).

https://dl.acm.org/doi/pdf/10.1145/3545945.3569866

Teaching Assistant Training: An Adjustable Curriculum for Computing Disciplines

"The Americanized Sphinx": Civil War Commemoration, Jacob Bigelow, and the Sphinx at Mount Auburn Cemetery

Student teaching assistants (TAs) are essential contributors to CS education and are often the first point of contact for many students. Given increasing evidence that student achievement is directly correlated to a positive classroom climate, an effective TA must possess not only strong domain and pedagogical skills, but also the skills necessary to maintain an inclusive, welcoming, and supportive classroom environment. Our view is that there is no meaningful separation between pedagogical and climate skills: rather than "compartmentalizing" climate into specific workshops or modules of a course, our semester-long required TA preparation course treats classroom climate as a lens through which traditional pedagogical skills are viewed, such as giving presentations that encourage participation, creating equitable assessments, and creating successful student groups by fostering belonging. We describe a climate-first, scalable, modular TA training curriculum with open-source and curated teaching materials, suitable for in-person or remote instruction, that serves hundreds of first-time TAs each year, and which student feedback suggests is meeting our goals.

https://dl.acm.org/doi/pdf/10.1145/3545945.3569826

A Climate-First Approach to Training Student Teaching Assistants

Mount Auburn cemetery: a proper Boston institution.

Undergraduate and graduate teaching assistants (TAs) play a pivotal role in supporting student learning. TAs perform various duties, including grading, facilitating labs and tutorials, supporting collaboration projects, and, in some cases, designing course materials. TAs often receive training to enhance their technical skills but, more recently, some TA training programs have begun to recognize and emphasize the need for skills that help TAs foster inclusive learning spaces. Because TAs often have more opportunities to interact directly with students and hold dual identities as students and teachers in the same community, how they address and mitigate non-inclusive behavior may be different than how faculty would. While some TAs are beginning to receive training on concepts like self-efficacy, growth mindset, equity, inclusion, and bias, our community needs a deeper understanding of what skills TAs need to cultivate inclusive spaces and how these skills can be developed and evaluated within the constraints of the teaching term. In this BOF, we will discuss the skills and competencies that faculty and TAs believe are essential for helping TAs foster inclusive learning spaces, how to teach those skills and competencies in TA training programs, and how to evaluate the effectiveness of those programs.

TA Competencies for Inclusive Learning Spaces

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Mount Auburn cemetery: a proper Boston institution.

TA Competencies for Inclusive Learning Spaces