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Data were gathered from former facilitators through an online survey (n = 15) and semi-structured interviews (n = 6). Results show participants build teaching- and learning-related competencies that often lead peers to view them as learning leaders, strengthening confidence and enabling application in academic and non-academic contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-collaborative-approach-to-developing-transferable-teaching-skills-among-student-workshop-facilitators/599197/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-collaborative-approach-to-developing-transferable-teaching-skills-among-student-workshop-facilitators/599197.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What skills do student workshop facilitators develop through leading workshops?","Question",{"text":112,"@type":113},"Participants develop a range of teaching-related skills through leading teaching and learning workshops. These competencies contribute to their peers’ perception of them as learning leaders.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected in the study?",{"text":117,"@type":113},"Data came from former student workshop facilitators using an online survey (n = 15) and semi-structured interviews (n = 6).",{"name":119,"@type":110,"acceptedAnswer":120},"How can workshop leadership skills be applied beyond teaching duties?",{"text":121,"@type":113},"Leading workshops provides opportunities to practice, increases confidence, and helps participants apply skills in academic and non-academic endeavours.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599197,1792892839,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Collaborative Approach to Developing Transferable Teaching Skills Among Student Workshop Facilitators  \nElizabeth Ismail, Laura Chittle University of Windsor  \nThe teaching assistant program at the University of Windsor facilitates opportunities for students to develop leadership capacity, creativity, andpedagogical knowledge. This study explored the skills that student workshop facilitators were developing and/or enhancing, and how these skills might be used outside of teaching-related duties. Data from former student workshop facilitators were collected through an online survey (n = 15) and semi-structured interviews (n = 6). The results indicated that participants developed a range of teaching-related skills through leading teaching and learning workshops. The knowledge and skills that facilitators garnered often resulted in them being perceived as teaching and learning leaders amongst theirpeers. Further, participants emphasized that leading workshops provided a unique opportunity to practice, increased their confidence, and led them to apply their skills in academic and non-academic endeavours.  \nLe programme d’assistanat d’enseignement de l’Université de Windsor aide les étudiants à acquérir des compétences en matière de leadership, de créativité et de connaissances pédagogiques. Dans notre étude, nous nous penchons sur les compétences que les étudiants animateurs d’ateliers ont assimilées ou affinées et nous nous demandons comment ces acquispeuvent être transposés à d’autres tâches en dehors de l’enseignement. Au moyen d’un sondage en ligne (n = 15) et d’entrevues semi-structurées (n = 6), nous avons recueilli les données provenantd’étudiants ayant animé des ateliers. Les résultats indiquent que les répondants ont développé diversescompétences liées à l’enseignement en animant des ateliers portant sur l’apprentissage et sur l’enseignement. Grâce aux connaissances et aux compétences acquises, les animateurs étaient souvent considéréspar leurs pairs comme des leaders en matière d’apprentissage et d’enseignement. De plus, les répondants ont souligné le fait quel’animation d’atelier leur avait donné l’occasion d’exercer leur pratique, de gagner en confiance et d’appliquer leurs compétences en contexte universitaire et non universitaire.  \nThere has been an enduring discourse in higher  \neducation about preparing graduate students for wide-ranging careers, which maintains an early consensus that graduates generally lack the nonacademic competencies associated with professional settings (Porter & Phelps, 2014) . Within the current  \ncontext of a rapidly shifting information-based economy, employees must not only be able to develop and maintain a set of knowledge and skills that are tailored to their discipline, but also display a set of skills that are generic and transferable to a variety of occupational conditions (Bridgstock, 2009) .  \nThese types of generic skills that promote employability have been previously referred to as“transferable skills” and “key competencies”(Bridgstock, 2009; Mayer, 1992) .  \nIn response to this demand from the workforce, there has been an international push among higher education institutions to foster graduate employability. While some authors note that employability is not something that a person gainsand keeps for life, but rather a lifelong process, there are various skills that contribute to “employment” asa graduate outcome (Dacre Pool, Gurbutt, & Houston, 2019) . Such employability skills have been defined as, “transferable core skill groups that represent essential functional and enabling knowledge, skills, and attitudes required by the 21st century workplace” (Overtoom, 2000, p. 2) . These transferable skills are thought to be essential not only for success at the career level, but also for success at all stages of employment and education. As such, there is an ever-increasing expectation by both governments and industries that students are proficient in a diverse set of skills that","cbCaimHgRH5G8yiS","https://ap.wps.com/l/cbCaimHgRH5G8yiS","pdf",192255,11,"English","# Teaching assistant program and research focus\n## Methodology and participants\n## Findings on transferable skills\n## Implications for leadership and confidence","[{\"question\":\"What skills do student workshop facilitators develop through leading workshops?\",\"answer\":\"Participants develop a range of teaching-related skills through leading teaching and learning workshops. These competencies contribute to their peers’ perception of them as learning leaders.\"},{\"question\":\"How were the data collected in the study?\",\"answer\":\"Data came from former student workshop facilitators using an online survey (n = 15) and semi-structured interviews (n = 6).\"},{\"question\":\"How can workshop leadership skills be applied beyond teaching duties?\",\"answer\":\"Leading workshops provides opportunities to practice, increases confidence, and helps participants apply skills in academic and non-academic endeavours.\"}]","A Collaborative Approach to Developing Transferable Teaching Skills Among Student Workshop Facilitators | PDF",1792088328,28]