Simulator Training

Mixed-Reality Teaching Simulator to Prepare GTAs and ULAs

National shifts in research-based STEM instruction has led to more departments incorporating active learning into introductory courses and laboratories thereby increasing the frequency with which graduate teaching assistants (GTAs) are expected to implement student-centered instruction. GTA training often addresses chemistry content and lab technique but less often includes training on effective instructional methods. Rarely still do GTAs have a chance to practice implementing effective teaching skills before trying them on undergraduate students in their classes.

Likewise, undergraduate learning assistants (ULAs) are in a unique position to enhance undergraduate STEM education. In large-enrollment classrooms, ULAs can help narrow the gap between instructor and student. Additionally, as undergraduate students themselves, ULAs can use their own experiences as students to inform their instructional decisions.

Our research involves utilizing a mixed-reality teaching simulator to create an immersive environment in which GTAs and ULAs can practice target skills necessary to facilitate student-centered instruction.

This technology is the heart of numerous research questions related to:

  • The optimization of GTA and ULA training to better implement evidence based teaching
  • Changes in instructor discourse in active learning environments
  • Strategies to promote equity in student centered classrooms led by GTAs and ULAs
  • A mechanism to build GTA and ULA psychological resilience and reduce teaching anxiety

 

Avatar students in simulated chemistry lab

Request a Training Consultation:

Dr. Erin Saitta has over a decade of experience helping faculty, GTAs, and ULAs prepare for and implement simulator training for higher ed STEM classrooms.  Please email her at erin.saitta@ucf.edu if you are interested in a consultation or workshop for your department or team.

Current Project Team

Esther Richards in blue shirt.

Esther Richards

Esther Richards served as a ULA during her undergraduate career, and is currently working as a GTA. Having experience with both positions, she is dedicated to improving UCF’s ULA and GTA training. She is personally interested in investigating the link between empathy and error framing as an instructional strategy.

Emanuella in a blue striped shirt.

Emanuella Dolcine

Emanuella Dolcine is currently an undergraduate student and provides a unique perspective on researching ULA training. She is presently working with Esther Richards in investigating the links between empathy and error-framing in simulator training. She is personally interested in facilitator instruction and its impact on ULA’s target skills practiced within a simulator.

Erin Saitta

Erin Saitta

Dr. Saitta brings her extensive experience with simulator training and GTA training to this project. She works with department members to organize and conduct simulator training sessions, and offers tailored feedback to ULAs and GTAs after their simulator sessions.

Related Publications

  • Doty, C. M., Geraets, A. A., Wan, T., Nix, C. A., Saitta, E. K., Chini, J. J. Impact of high-intensity training with a mixed-reality simulator on graduate teaching assistants use of questioning. Physical Review Physics Education Research (2023) 19(2), 020101. DOI: 10.1103/PhysRevPhysEducRes.19.020101
  • Wan, T., Doty, C. M., Geraets, A. A., Saitta, E. K., Chini, J. J. Responding to incorrect ideas: science graduate teaching assistants’ operationalization of error framing and undergraduate students’ perception. International Journal of STEM Education (2023) 10(1), 1-17. DOI: 10.1186/s40594-023-00398-8
  • Sona, A.J., Kwaschyn, M., Nottolini, I., Saitta, E. K. H. Creation of a mixed-reality simulator professional development module to attend to the unique needs of international teaching assistants in active learning classrooms. International Journal of Higher Education (2022) 11(6), 140-153. DOI: 10.5430/ijhe.v11n6p140
  • Geraets, A., Nottolini, I., Doty, C., Wan, T., Chini, J., Saitta, E. Preparing GTAs for Active Learning in the General Chemistry Lab: Development of an Evidence-Based Rehearsal Module for a Mixed-Reality Teaching Simulator. Journal of Science Education and Technology (2021) 30, 829-840. DOI: 10.1007/s10956-021-09923-2
  • Wan, T., Doty, C. M., Geraets, A. A., Nix, C. A., Saitta, E. K. H., Chini, J. J. Evaluating the impact of a classroom simulator training on graduating teaching assistants’ instructional practices and undergraduate student learning. Physical Review Physics Education Research (2021) 17(1), 010146. DOI: 10.1103/PhysRevPhysEducRes.17.010146
  • Wan, T.; Geraets, A. A., M. Doty, C. M., Saitta, E. K. H., Chini, J. Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials. International Journal of STEM Education (2020), 1-21. DOI: 10.1186/s40594-020-00229-0