Teaching Assistant Instructional Development in Engineering: A Test of Four Programs

• In Event: 75.046 - Designing Supportive Doctoral Learning Environments

Abstract

This study describes and evaluates four instructional development programs for graduate teaching assistants (TAs) in engineering. Given the growing need to reform instructional practices in STEM education and the obstacles hindering professional development in engineering education, we sought to determine the most effective and efficient methods of preparing engineering instructors in higher education. Comparing the differential impacts of a pedagogy course, orientation, workshops, advanced practice teaching sessions, mid-semester student feedback, and reflection in two large research universities, we found that a semester-long pedagogy course that incorporates mid-semester feedback and reflection consistently increased TAs’ teaching efficacy and attitudes toward teaching. We discuss implications for administrators and policymakers to provide instructional development.

Authors

• Carlton Jing Fong, The University of Texas - Austin

• Joanna Angeline Gilmore, The University of Texas - Austin

• Tershia Pinder-Grover, University of Michigan - Ann Arbor

• Molly Hatcher, The University of Texas - Austin