Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
A few years ago, the College of Engineering at our university developed a two-year doctoral training and teaching program for Ph. D. candidates who had an interest in considering a faculty position upon graduation. The program is designed for students in any engineering major who have passed their Ph. D. qualifier and have at least two years left of their Ph. D. studies. Students apply, with approval from their Ph. D. advisor, and are interviewed by a small committee. The cohort that is selected receives bi-weekly, one-hour training sessions on engineering pedagogy and classroom management strategies during the first year, as developed by a program associate. Additionally, they are individually assigned to a relevant course with a selected teaching mentor and are required to give up to five “lectures” each semester.
At the end of the first year, the cohort students are then given one class to teach in the fall and spring of the following year. During the summer between the first-year and the second-year they meet with a program associate to discuss additional course planning. Finally, during the second-year they meet monthly with a program associate to discuss course implementation and relevant strategies based on what they have previously learned to address issues in their class. It is noted that all cohort students are paid for their activities in both years as a supplement to either their research assistantship or teaching assistantship position.
The program is starting its third year of cohort students. In this work, we will share details of the program, as well as lessons learned based on surveys and focus group interviews. Cohort students reported that this program prepared them well to be successful in the teaching aspect of an academic career, by learning about best practices for teaching engineering, and practicing those skills during year two of the program. After completing the program, cohort students felt well prepared to engage their students in active learning methods, focusing on students learning outcomes in preparing syllabi and lectures, and using assessment to support student learning. They also felt more confident in their ability to be successful teachers in future academic careers.
Visco, D. P., & Makki, N., & Wain-Weiss, E. R. (2018, June), A Doctoral Teaching Program in Engineering Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29675
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