Example Videos
This video was created by Professor Hanneke from the Physics Department. In it, he explains a concept students often struggle with (Maxwellian Synthesis) and walks through a few related practice problems. The video serves as an example of what a final TA prerecorded video could look like, showing how a professor might approach explaining the material in a clear, structured way.
This video serves as an example of what a final TA prerecorded video might look like. In a real TA video, the TA is assigned a specific concept to explain, and the professor typically selects a question from homework, a discussion worksheet, or an exam review for the TA to solve. Alternatively, if a particular practice problem is frequently mentioned in student poll responses, that question would be prioritized in the video.
In this example, Ethan focuses on the Claisen Condensation reaction, breaking it down into two separate videos. The first video explains the overall concept and provides a big-picture strategy for approaching Claisen Condensation problems. The second video walks through the mechanism of a specific practice problem related to the reaction.
What the process of recording the video was like for Ethan
Meeting with SLC:
Ethan met with Larissa from the SLC for some guidance on how to create a pre-recorded TA video. They talked about the lack of standardized training for TAs, noting how expectations can vary significantly depending on the professor; some provide clear teaching guidelines, while others offer no direction at all. This gap could be addressed through a future project focused on developing consistent TA support materials. They also discussed ways to make the videos inclusive by avoiding microaggressions and ensuring that all students feel welcome and represented. This conversation helped Ethan shape his video, which could serve as a useful reference for future TAs. Some advice Larissa gave Ethan was:
- Keep the content strictly academic
- avoid jokes, as attempts at humor can easily be misunderstood or unintentionally inappropriate.
She also recommended a couple of resources to Ethan, including websites on how to avoid microaggressions and an Amherst student who can assist TAs with video editing and recording.
Websites on How to Avoid Microaggression:
https://www.popsugar.com/fitness/common-phrases-that-are-ableist-48080654
https://www.fraser.org/resources/blog/avoid-these-5-common-ableist-words-and-phrases-
https://libguides.ufv.ca/c.php?g=705905&p=5193383
Amherst Peer
Ha Dong, a peer academic coach with extensive experience in creating and editing videos, has been a TA multiple times and is currently studying at Harvard. He is deeply immersed in the content and can offer valuable guidance.
Ha’s email: hdong26@amherst.edu
Recommended apps and video editing tools:
Video Recording Apps on the App Store: Camtasia is a software on the computer (requires a fee, but Amherst can cover it), and Video Recorder is an app on the App Store (what Ethan used and it was free and very easy to use)
Editing Apps: Clipchamp is an app that can be installed on a computer, ipad/tablet or phone (free and Richard used it), iMovie (on all Apple devices and I used it)
Creating a Rough Draft of the Video
Ethan selected a question from his Organic Chemistry II practice exam review. He chose a question that he and his classmates had found particularly challenging while preparing for the midterm. For his first video attempt, he didn’t use a script and tried recording it in real time, which took about 12 takes. He found himself frequently stuttering, improvising explanations, and realizing mid-way that he needed to rephrase content for viewers who might not be as familiar with the material as he was. This led to multiple re-recordings to clarify key concepts.
He received feedback from Dr. J, Richard, Fatima, and several peers. The feedback focused on using accurate terminology, explaining why certain steps were necessary instead of assuming the viewer would automatically understand, and being mindful of how a student might approach the problem. Dr. J also recommended creating a conceptual video that emphasized problem-solving strategies, such as how to break down a problem, what questions to ask, and how to approach the material overall.
Ethan then revised and re-recorded the video, incorporating all of this feedback to make it more accessible, accurate, and student-friendly.
Tips and tricks from Ethan/ what Ethan learned
Ethan recommends creating a script or outline before recording the video and consulting with peers or the professor to clarify key points and ensure the language used is accurate and inclusive. Instead of recording a full rough draft, he suggests drafting a rough transcript first and sharing it for feedback before filming. He also learned that it’s okay to make mistakes, as videos can always be edited to fix or clarify errors. Overall, the process gave him a greater appreciation for the work professors put into teaching.
Overall Reflection
Challenges:
Initially, we aimed to create three example videos and a guide on how to upload content to Moodle, along with other helpful resources. However, we quickly realized how time-consuming and labor-intensive this process is. This experience gave us a deeper appreciation for the faculty who take the time to create lesson plans. It also helped us refine and prioritize the suggestions we made throughout the project.
How We Can Improve / Potential Next Steps:
Moving forward, the next steps of this project could focus on creating a clear, accessible training guide for new TAs, including inclusive language tips. Additionally, developing a shared library of example videos across departments could reduce individual workload and provide consistent support for students.