Disrupting the Hierarchy: Mentoring Graduate Students as Co-educators





In this paper, we describe our approach to mentoring Graduate Teaching Assistants (GTAs) as teaching and learning protégés within the context of a challenging undergraduate honours thesis course. An approach to mentoring GTAs in this multifaceted course is outlined, while providing practical strategies that expose GTAs to various aspects of the teaching process so that they become co-educators.  Reflections from two GTAs that highlight the benefits and challenges of the co-educator model are also presented. Evidence from course evaluations provide support for the critical role that GTAs engaged as protégés play to enhance student success in this academically rigorous capstone course. We argue that mentoring GTAs for teaching development by treating them as co-educators can be rewarding, improve course outcomes, and enhance the student experience.

Author Biographies

Fabiola E Aparicio-Ting, University of Calgary

Senior Instructor & Associate Head for Education

Community Health Sciences
Cumming School of Medicine

Director, Health & Society
Bachelor of Health Sciences Honours program

Donna M. Slater, Cumming School of Medicine, University of Calgary

Associate Professor Physiology & Pharmacology, Obstetrics & Gynaecology Co-Director, Biomedical Sciences, Bachelor of Health Sciences Program