Abstract
Graduate teaching associates (GTAs) play a significant role as instructors in introductory courses at most universities. Many GTAs come to the academy with no prior teaching experience; and, unfortunately, a brief orientation is the extent of their formal preparation for this important responsibility. As a result, they often lack the confidence and pedagogical skills· necessary to provide effective learning experiences for students. This project examined GTA training programs at six major universities in California to determine what was working in GTA training. The results of the examination provided the basis for a structured and formalized GTA training program for the Communication Studies Department at CSUS. The project includes a GTA handbook, and a detailed two day GTA workshop using a social constructionist approach to learning.