Training Of Teaching Assistants On Technology Driven Lesson Development
- Conference
- Location
-
Honolulu, Hawaii
- Publication Date
-
June 24, 2007
- Start Date
-
June 24, 2007
- End Date
-
June 27, 2007
- ISSN
-
2153-5965
- Conference Session
- Page Count
-
13
- Page Numbers
-
12.1500.1 - 12.1500.13
- DOI
-
10.18260/1-2--2069
- Permanent URL
-
https://strategy.asee.org/2069
- Download Count
-
292
Paper Authors
Juan Velasquez Purdue University
Juan Diego Velasquez received his B.S. degree in 1998, his M.S. degree in 2003 and is completing his Ph.D. degree all in the Department of Industrial Engineering at Purdue University, West Lafayette, IN. He has been working at the Production, Robotics, and Integration Software for Manufacturing and Management (PRISM) Center since he started his Ph.D. in 2003 and the Center for Instructional Excellence since 2004. His research interest include protocol definition for organizational activities, scheduling algorithms, decision support systems, organizational learning methods and graduate teaching development.
Matthew Verleger Purdue University
Matthew Verleger is a Ph.D. student in the Department of Engineering Education (ENE) at Purdue University. He received his B.S. in Computer Engineering and his M.S. in Agricultural and Biological Engineering, both from Purdue. He is also a teaching assistant with Purdue’s Center for Instructional Excellence and recipient of the 2005 Graduate Student Teaching Award for the Department of Engineering Education. His research interests include online learning modules, visualization of problems, evaluation of education technology, and student understanding of modeling.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Training of Teaching Assistants on Technology Driven Lesson Development
Abstract
The Graduate Teaching with Technology Certificate (GTTC) course is a 28 contact hour training program for graduate student teaching assistants intending to become faculty members. The program combines technology with pedagogy to better enable participants to design instruction and integrate technology to enhance student learning. After being introduced to a number of technology tools currently used for instruction, participants develop a one-hour online lesson utilizing any or all of the tools. Peer and instructor feedback is utilized to help guide participants towards developing a lesson that is both technologically and pedagogically sound. A sample lesson developed by an engineering graduate student is provided in the appendix to demonstrate the content creation resulting from the course. The effectiveness of the program was measured using a series of feedback and evaluation forms provided to the participants throughout the program.
I. Introduction
Graduates with Ph.D. degrees in engineering need to know how to teach and develop educational content in pedagogically sound ways in order to be competitive in academia. Wankat 1 states, “We must ensure that future professors have an appropriate dose of pedagogical knowledge and skill.” Most engineering Ph.D. graduates are not being able to satisfy the requirement for pedagogical experiences due to the lack of teaching opportunities, mentoring and engineering oriented graduate teaching assistant training programs 2,3.
In recent years, technology has added a new level of complexity to the education of graduate students pursuing careers in academia. In the work by Rutz et al. 4, the authors “Explore how to use instructional technologies to optimize the learning process,” and conclude that instructional technology is a powerful student engagement tool but one that is often too costly due to time and resource requirements needed to develop the content.
II. Graduate Teacher with Technology Certificate Overview
The Graduate Teacher with Technology Certificate (GT2C) program is a university-wide training-mentoring program for graduate students enrolled at Purdue University. Requirements for acceptance into the GT2C course include: (1) Be an instructor of a class or be sponsored by a faculty member; (2) Be a degree seeking graduate student with preference being given to Ph. D. students; (3) Commitment to attend all weekly sessions. The GT2C program is offered through a joint partnership between Purdue’s Center for Instructional Excellence (CIE) and Information Technology at Purdue (ITaP). The course meets for 7 weeks, twice a week for two hours, for a total of 28 contact hours of training and mentoring. A complete schedule is presented in Appendix 1. Enrollment is limited each semester to 16 graduate students with CIE and ITaP committing 1-2 instructors each for conducting the program. The program was offered for the first time in the Fall of 2004 and has been offered every semester since.
Velasquez, J., & Verleger, M. (2007, June), Training Of Teaching Assistants On Technology Driven Lesson Development Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2069
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2007 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015