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Parker, Diana Ashe, Jess Boersma, Robert Hicks, and Victoria Bennett University of North Carolina Wilmington  \nAbstract  \nIncreasingly, graduate teaching assistants serve as the primary instructors in undergraduate courses, yet research has shown that training and development for these teaching assistants is often lacking in programs throughout the United States and Canada. Providing mentoring and skill development opportunities for graduate teaching assistants is vital, as many will become the next generation of faculty. This paper discusses the literature on effective training programs, which underscores the importance of consistent feedback from mentors, intrinsic motivation, and practical applications. Afterwards, we examine an existing training program at the University of North Carolina Wilmington.  \nSpecifically, we focus on an institute for teaching assistants that helps graduate students understand applied learning as an effective pedagogical modality and helps them implement applied learning lesson plans tailored to their disciplines. Suggestions for strengthening training programs are discussed.  \nRésumé  \nIl est de plus en plus courant que des assistants à l’enseignement soient chargés de donner des cours de premier cycle universitaire. Cependant, des études ont démontré le manque de formation et de progrès de ces assistants à l’enseignement, aux États-Unis comme au Canada. Il est donc indispensable d’offrir des occasions de mentorat et de perfectionnement à ces assistants, puisqu’un grand nombre d’entre eux deviendront la prochaine cohorte de professeurs. Cet article traite des recherches effectuées sur les programmes de formation efficaces, ce qui souligne l’importance des commentaires des mentors, de la motivation et de la mise en pratique. Ensuite, nous étudionsl’évolution d’un programme de formation à l’Université de Wilmington de la  \nCJHE / RCES Volume 45, No. 3, 2015  \nGood Teaching Starts Here / M. A. Parker, D. Ashe, J. Boersma, R. Hicks, & V. Bennett 85  \nCaroline du Nord. Notre étude se concentre sur un institut pour les assistants à l’enseignement, qui leur montre que l’apprentissage appliqué est un outilpédagogique efficace. Par la suite, cet institut les aide à mettre en œuvre un plan de leçon d’apprentissage adapté à leur discipline. L’article s’achève par des suggestions d’amélioration des programmes de formation.  \nIntroduction  \nSince the 1990s, the number of graduate students teaching at larger universities in the United States, Canada, and elsewhere has increased substantially—so much so that the majority of first-year courses in these universities are often taught by graduate students (Austin, 2002; Marbach-Ad, Schaefer, Kumi, Friedman, Thompson, & Doyle, 2012; Wise, 2011). At the same time, the training of graduate teaching assistants (TAs) has received increased attention (e.g., Blouin & Moss, 2015; Boman, 2013; Hoessler & Godden, 2015; Kenny, Watson, & Watton, 2014) . The Council of Graduate Schools and the Association of American Colleges and Universities (AAC&U) developed the Preparing Future Faculty (PFF) program, which charged graduate schools with preparing aspiring academics for a career in higher education (DeNeef, 2002; Kniola, Chang, & Olsen, 2012; Wurgler, VanHeuvelen, Rohrman, Loehr, & Grace, 2013) . A primary objective of the PFF was to develop TA training programs that prepare graduate students for their roles as graduate teaching assistants and as potential faculty members (Austin, 2002; Boyer, 1991; Dudley, 2009; Shannon, Twale, & Moore, 1998) .  \nGraduate Student and Teaching Assistant Preparation  \nIn 2008, the Canadian Association of Graduate Studies’(CAGS) Report on Professional Skills Development for Graduate Students advocated providing g","cbCaiicod5xW6OFf","https://ap.wps.com/l/cbCaiicod5xW6OFf","pdf",707966,27,"English","# Abstract\n# Introduction\n## Graduate Student and Teaching Assistant Preparation","[{\"question\":\"Why does the paper focus on graduate teaching assistant (TA) training?\",\"answer\":\"It addresses evidence that TAs are increasingly teaching first-year courses while training and development opportunities are often lacking. The paper argues that mentoring and skill development are essential for future faculty pipelines.\"},{\"question\":\"What elements of effective training programs are emphasized in the literature review?\",\"answer\":\"Effective training is linked to consistent mentor feedback, intrinsic motivation, and practical application. These elements help graduate TAs develop teaching skills through real teaching contexts.\"},{\"question\":\"How does the University of North Carolina Wilmington institute support TA preparation?\",\"answer\":\"The institute helps graduate students understand applied learning as a teaching modality. It also supports them in implementing applied learning lesson plans tailored to their disciplines, along with suggestions for improving training programs.\"}]","Good Teaching Starts Here - Applied Learning at the Graduate Teaching Assistant Institute | PDF",1792083452,68]