Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Graduate students are often asked to facilitate undergraduate student learning but lack the necessary preparation and understanding of complex classroom practices to do so effectively. There are engineering programs that do offer professional and pedagogical development for engineering graduate teaching assistants (GTAs) but there is limited information on how to design and implement such programs. We assessed the current pedagogical preparation provided for chemical, biological, and environmental engineering graduate students at a large research university who are asked to teach students in small group settings. This paper describes the creation, implementation and reception of a series of pedagogical development topics within a first year graduate student professional development seminar. Topics for the pedagogical portion of the seminar included metacognition, learning theory, stereotype threat, and systems thinking. Analysis included facilitator reflections and a survey that included a needs assessment. We offer suggestions for those who hope to create or implement a similar seminar in their programs.
Smith, C., & Sitomer, A., & Koretsky, M. (2018, June), A Graduate Student Pedagogy Seminar in Chemical Engineering Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29686
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: © 2018 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