{"id":457,"date":"2024-01-31T20:09:43","date_gmt":"2024-02-01T01:09:43","guid":{"rendered":"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/?page_id=457"},"modified":"2026-03-12T19:15:38","modified_gmt":"2026-03-12T23:15:38","slug":"simulator-training","status":"publish","type":"page","link":"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/simulator-training\/","title":{"rendered":"Simulator Training"},"content":{"rendered":"<h2>Mixed-Reality Teaching Simulator to Prepare GTAs and ULAs<\/h2>\n<p>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.<\/p>\n<p>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.<\/p>\n<p>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.<\/p>\n<p>This technology is the heart of numerous research questions related to:<\/p>\n<ul>\n<li>The optimization of GTA and ULA training to better implement evidence based teaching<\/li>\n<li>Changes in instructor discourse in active learning environments<\/li>\n<li>Strategies to promote equity in student centered classrooms led by GTAs and ULAs<\/li>\n<li>A mechanism to build GTA and ULA psychological resilience and reduce teaching anxiety<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_307\" style=\"max-width: 300px;\" class=\"figure mx-auto d-block\"><img decoding=\"async\" width=\"300\" height=\"168\" class=\"figure-img img-fluid w-100 wp-image-307 size-medium lazyload\" data-src=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/2\/sites\/21\/2019\/07\/Lab_group-a-300x168.jpg\" alt=\"\" data-srcset=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2019\/07\/Lab_group-a-300x168.jpg 300w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2019\/07\/Lab_group-a-768x431.jpg 768w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2019\/07\/Lab_group-a-1024x575.jpg 1024w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2019\/07\/Lab_group-a.jpg 1920w\" data-sizes=\"(max-width: 300px) 100vw, 300px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 300px; --smush-placeholder-aspect-ratio: 300\/168;\" \/><figcaption class=\"figure-caption\">Avatar students in simulated chemistry lab<\/figcaption><\/figure>\n<h4>Request a Training Consultation:<\/h4>\n<p>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.\u00a0 Please email her at erin.saitta@ucf.edu if you are interested in a consultation or workshop for your department or team.<\/p>\n<h2>Current Project Team<\/h2>\n\t\t\t<div class=\"row\"\n\t\t\t\t\t\t>\n\t\t\t\t\t\t\t<div class=\" col-12 col-sm-6 col-md-2\"\n\t\t\t\t\t\t>\n\t\t\t\t\n<p><img decoding=\"async\" width=\"150\" height=\"150\" class=\"img-fluid alignnone wp-image-1047 size-thumbnail lazyload\" data-src=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Esther-Richards-Straight-Hair-150x150.jpg\" alt=\"Esther Richards in blue shirt.\" data-srcset=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Esther-Richards-Straight-Hair-150x150.jpg 150w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Esther-Richards-Straight-Hair-300x300.jpg 300w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Esther-Richards-Straight-Hair-1024x1024.jpg 1024w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Esther-Richards-Straight-Hair-768x768.jpg 768w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Esther-Richards-Straight-Hair-575x575.jpg 575w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Esther-Richards-Straight-Hair.jpg 1231w\" data-sizes=\"(max-width: 150px) 100vw, 150px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 150px; --smush-placeholder-aspect-ratio: 150\/150;\" \/><\/p>\n\t\t\t<\/div>\n\t\t\t\t\t<div class=\" col-12 col-sm-8 col-md-9\"\n\t\t\t\t\t\t>\n\t\t\t\t\n<p><strong>Esther Richards<\/strong><\/p>\n<p>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&#8217;s ULA and GTA training. She is personally interested in investigating the link between empathy and error framing as an instructional strategy.<\/p>\n\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\n\t\t\t<div class=\"row\"\n\t\t\t\t\t\t>\n\t\t\t\t\t\t\t<div class=\" col-12 col-sm-6 col-md-2\"\n\t\t\t\t\t\t>\n\t\t\t\t\n<p><img decoding=\"async\" width=\"150\" height=\"150\" class=\"img-fluid alignnone wp-image-1037 size-thumbnail lazyload\" data-src=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Emanuella-Dolcine-Striped-Shirt-150x150.jpg\" alt=\"Emanuella in a blue striped shirt.\" data-srcset=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Emanuella-Dolcine-Striped-Shirt-150x150.jpg 150w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Emanuella-Dolcine-Striped-Shirt-300x300.jpg 300w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Emanuella-Dolcine-Striped-Shirt-1024x1024.jpg 1024w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Emanuella-Dolcine-Striped-Shirt-768x768.jpg 768w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Emanuella-Dolcine-Striped-Shirt-575x575.jpg 575w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2025\/09\/Emanuella-Dolcine-Striped-Shirt.jpg 1488w\" data-sizes=\"(max-width: 150px) 100vw, 150px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 150px; --smush-placeholder-aspect-ratio: 150\/150;\" \/><\/p>\n\t\t\t<\/div>\n\t\t\t\t\t<div class=\" col-12 col-sm-8 col-md-9\"\n\t\t\t\t\t\t>\n\t\t\t\t\n<p><strong>Emanuella Dolcine<\/strong><\/p>\n<p><span data-olk-copy-source=\"MessageBody\">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&#8217;s target skills practiced within a simulator.<\/span><\/p>\n\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\n\t\t\t<div class=\"row\"\n\t\t\t\t\t\t>\n\t\t\t\t\t\t\t<div class=\" col-12 col-sm-6 col-md-2\"\n\t\t\t\t\t\t>\n\t\t\t\t\n<p><img decoding=\"async\" width=\"150\" height=\"150\" class=\"img-fluid alignnone wp-image-1080 size-thumbnail lazyload\" data-src=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2026\/03\/Vicky-Fernandez-thumbnail-150x150.jpg\" alt=\"Victoria in a white blouse.\" data-srcset=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2026\/03\/Vicky-Fernandez-thumbnail-150x150.jpg 150w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2026\/03\/Vicky-Fernandez-thumbnail-300x300.jpg 300w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2026\/03\/Vicky-Fernandez-thumbnail-1024x1024.jpg 1024w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2026\/03\/Vicky-Fernandez-thumbnail-768x768.jpg 768w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2026\/03\/Vicky-Fernandez-thumbnail-575x575.jpg 575w, https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2026\/03\/Vicky-Fernandez-thumbnail.jpg 1285w\" data-sizes=\"(max-width: 150px) 100vw, 150px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 150px; --smush-placeholder-aspect-ratio: 150\/150;\" \/><\/p>\n\t\t\t<\/div>\n\t\t\t\t\t<div class=\" col-12 col-sm-8 col-md-9\"\n\t\t\t\t\t\t>\n\t\t\t\t\n<p><strong>Victoria Fernandez<\/strong><\/p>\n<p>Victoria Fernandez is an undergraduate student who has seen ULAs in action in the classroom. She assists Emanuella Dolcine and Esther Richards in analyzing ULAs&#8217; practice sessions in the simulator. Her work will help paint a clearer picture of the ways ULAs respond to errors in the simulator environment.<\/p>\n\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\n\t\t\t<div class=\"row\"\n\t\t\t\t\t\t>\n\t\t\t\t\t\t\t<div class=\" col-12 col-sm-6 col-md-2\"\n\t\t\t\t\t\t>\n\t\t\t\t\n<p><img decoding=\"async\" width=\"150\" height=\"150\" class=\"img-fluid alignnone wp-image-215 size-thumbnail lazyload\" data-src=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2019\/07\/Erin-Saitta-e1706894665297-150x150.jpg\" alt=\"Erin Saitta\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 150px; --smush-placeholder-aspect-ratio: 150\/150;\" \/><\/p>\n\t\t\t<\/div>\n\t\t\t\t\t<div class=\" col-12 col-sm-8 col-md-9\"\n\t\t\t\t\t\t>\n\t\t\t\t\n<p><strong>Erin Saitta<\/strong><\/p>\n<p>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.<\/p>\n\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\n<h2>Related Publications<\/h2>\n<ul>\n<li>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. <em>Physical Review Physics Education Research<\/em> (2023) 19(2), 020101. DOI: <a href=\"https:\/\/doi.org\/10.1103\/PhysRevPhysEducRes.19.020101\">10.1103\/PhysRevPhysEducRes.19.020101<\/a><\/li>\n<li>Wan, T., Doty, C. M., Geraets, A. A., Saitta, E. K., Chini, J. J. Responding to incorrect ideas: science graduate teaching assistants\u2019 operationalization of error framing and undergraduate students\u2019 perception.<em> International Journal of STEM Education<\/em> (2023) 10(1), 1-17. DOI: <a href=\"https:\/\/doi.org\/10.1186\/s40594-023-00398-8\">10.1186\/s40594-023-00398-8<\/a><\/li>\n<li>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. <em>International Journal of Higher Education<\/em> (2022) 11(6), 140-153. DOI: <a class=\"nova-legacy-e-link nova-legacy-e-link--color-inherit nova-legacy-e-link--theme-decorated\" href=\"http:\/\/doi.org\/10.5430\/ijhe.v11n6p140\" target=\"_blank\" rel=\"noopener\">10.5430\/ijhe.v11n6p140<\/a><\/li>\n<li>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. <em> Journal of Science Education and Technology<\/em> (2021) 30, 829-840. DOI: <a href=\"https:\/\/doi.org\/10.1007\/s10956-021-09923-2\">10.1007\/s10956-021-09923-2<\/a><\/li>\n<li>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\u2019 instructional practices and undergraduate student learning. <em>Physical Review Physics Education Research<\/em>\u00a0(2021) 17(1), 010146. DOI: <a href=\"https:\/\/doi.org\/10.1103\/PhysRevPhysEducRes.17.010146\">10.1103\/PhysRevPhysEducRes.17.010146<\/a><\/li>\n<li>Wan, T.; Geraets, A. A., M. Doty, C. M., Saitta, E. K. H., Chini, J. Characterizing science graduate teaching assistants\u2019 instructional practices in reformed laboratories and tutorials.<em> International Journal of STEM Education<\/em> (2020), 1-21. DOI: <a href=\"https:\/\/doi.org\/10.1186\/s40594-020-00229-0\">10.1186\/s40594-020-00229-0<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"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 [&hellip;]","protected":false},"author":72,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-457","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Simulator Training - Saitta CER Lab<\/title>\n<meta name=\"description\" content=\"Our research involves utilizing a mixed-reality teaching simulator to create an immersive environment in which GTAs can practice target skills necessary to facilitate student-centered instruction.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/simulator-training\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Simulator Training - Saitta CER Lab\" \/>\n<meta property=\"og:description\" content=\"Our research involves utilizing a mixed-reality teaching simulator to create an immersive environment in which GTAs can practice target skills necessary to facilitate student-centered instruction.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/simulator-training\/\" \/>\n<meta property=\"og:site_name\" content=\"Saitta CER Lab\" \/>\n<meta property=\"article:modified_time\" content=\"2026-03-12T23:15:38+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2019\/07\/Lab_group-a.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1920\" \/>\n\t<meta property=\"og:image:height\" content=\"1078\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/simulator-training\/\",\"url\":\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/simulator-training\/\",\"name\":\"Simulator Training - Saitta CER Lab\",\"isPartOf\":{\"@id\":\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/simulator-training\/#primaryimage\"},\"image\":{\"@id\":\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/simulator-training\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/2\/sites\/21\/2019\/07\/Lab_group-a-300x168.jpg\",\"datePublished\":\"2024-02-01T01:09:43+00:00\",\"dateModified\":\"2026-03-12T23:15:38+00:00\",\"description\":\"Our research involves utilizing a mixed-reality teaching simulator to create an immersive environment in which GTAs can practice target skills necessary to facilitate student-centered instruction.\",\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/simulator-training\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/simulator-training\/#primaryimage\",\"url\":\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2019\/07\/Lab_group-a.jpg\",\"contentUrl\":\"https:\/\/sciences.ucf.edu\/chemistry\/saittalab\/wp-content\/uploads\/sites\/21\/2019\/07\/Lab_group-a.jpg\",\"width\":1920,\"height\":1078,\"caption\":\"Three people are seated at a lab bench with books and notebooks in a science classroom. 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