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Board 85: Integrated Engineering Leadership Initiative for Teaching Excellence (iELITE) Year Two: Assessment of Intermediate-Term Outcome for Graduate Teaching Assistant Training

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Graduate Studies Division Poster Session

Tagged Division

Graduate Studies

Page Count

10

DOI

10.18260/1-2--32445

Permanent URL

https://peer.asee.org/32445

Download Count

113

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Paper Authors

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Yuting W. Chen University of Illinois at Urbana-Champaign

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Dr. Yuting W. Chen received the B.S. degree from University of Illinois - Urbana Champaign in 2007, and the M.S. and Ph.D. degrees from Rensselaer Polytechnic Institute in 2009 and 2011, all in Electrical Engineering. Prior to joining the Department of Electrical and Computer Engineering at University of Illinois at Urbana-Champaign as a faculty in 2015, she worked at IBM Systems Group in Poughkeepsie, NY in z Systems Firmware Development. Her current interests include recruitment and retention of women and under-represented students in STEM, integrative training for graduate teaching assistants, and curriculum innovation for introductory programming courses.

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Hyun Hannah Choi University of Illinois, Urbana-Champaign

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Hannah Choi is an assistant director of assessment and curriculum design at the Center for Innovation in Teaching and Learning. She collaborates with faculty to conduct research, program evaluations, and learning outcomes assessments pertinent to innovative curriculum designs and educational technologies. She is responsible for fostering continuous improvement in teaching, student experiences, and educational programs through the use of development and learning theories. Her areas of focus include, among others, experiential learning, internationalizing curriculum, online learning, and educational technology innovations.

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Blake Everett Johnson University of Illinois at Urbana-Champaign

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Dr. Blake Everett Johnson is a lecturer and instructional laboratory manager in the Department of Mechanical Science and Engineering at the University of Illinois at Urbana-Champaign. His research interests include experimental fluid mechanics, measurement science, and engineering education. He oversees undergraduate laboratories in fluid mechanics, fluid dynamics, and heat transfer. Pedagogically, Dr. Johnson employs active learning, inquiry-based laboratory instruction, and any initiative that empowers students to do hands-on learning. Additional service interests include teaching and leadership training for graduate students, enhancing communication education for undergraduate engineering students, developing evidence-based design project team formation strategies, and improving engineering design curricula.

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Mattox Alan Beckman University of Illinois, Urbana-Champaign Orcid 16x16 orcid.org/0000-0002-0935-365X

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Mattox Beckman is a teaching assistant professor in the Computer Science
department. He earned his doctorate from UIUC in 2003 under Sam Kamin,
specializing in programming languages. He was a senior lecturer at the Illinois
Institute of Technology for 12 years, and then returned to UIUC in 2015,
where he teaches the Programming Languages and Data Structures courses.
He has recently adopted Computer Science Education as his research focus.

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Lucas Anderson University of Illinois, Urbana-Champaign

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Lucas Anderson is a Specialist in Education at the Center for Innovation in Teaching & Learning (CITL) at the University of Illinois. He organizes the central campus teacher training program for the more than 800 new Teaching Assistants (TAs) Illinois welcomes each year. He continues to work with TAs throughout their graduate career by observing their classes, helping them collect and interpret feedback from their students, and shepherding them through CITL’s teaching certificate program. He offers a variety of workshops every year to faculty, staff, TAs, and undergraduates, on topics including course design, running effective discussions, and using humor in the classroom.

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Abstract

Since the spring of 2017, the Integrated Engineering Leadership Initiative for Teaching Excellence (iELITE) team has been developing and offering a course that seeks to train graduate teaching assistants (GTAs) in the College of Engineering. The training is to be applicable to all types of GTA contexts: lab, discussion, and lecture. Because many of our engineering students' career goals are within non-academic settings, students often have little natural motivation to develop effective pedagogical skills. As explained in our previous paper, the team made a strategic decision to combine the teaching of leadership skills and pedagogical skills in order to appeal to GTAs who plan to go into non-academic careers. In this paper, we will present our logic model for the iELITE program, which has four categories of inputs: GTAs, Engineering Faculty, Administration (College and Departments), and External Partners (industry sponsors). The logic model will lay out corresponding short-term, intermediate-term and long-term outcomes for each of the categories. The External Partners category is a new addition to the program this year. After collecting feedback from the teaching community in the college, we think that it is crucial to connect our content to what is being done in the professional workplace to make the learning experience more realistic. Intermediate-term outcomes in the GTAs category will be our main focus for the moment. Furthermore, we will discuss faculty feedback from those who have worked with past GTA participants in the program.

Chen, Y. W., & Choi, H. H., & Johnson, B. E., & Beckman, M. A., & Anderson, L. (2019, June), Board 85: Integrated Engineering Leadership Initiative for Teaching Excellence (iELITE) Year Two: Assessment of Intermediate-Term Outcome for Graduate Teaching Assistant Training Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32445

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