Asee peer logo

Design And Assessment Of Professional Educational Development Programming For Graduate Students At A Research Extensive University

Download Paper |

Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Graduate Student Experience

Tagged Division

Graduate Studies

Page Count

24

Page Numbers

15.347.1 - 15.347.24

Permanent URL

https://peer.asee.org/16821

Download Count

47

Request a correction

Paper Authors

biography

Sunni Newton Georgia Institute of Technology

visit author page

Sunni H. Newton is currently in her 4th year of Georgia Tech's PhD program in industrial organizational psychology, with a minor in quantitative psychology. She attended Georgia Tech as an undergraduate, double-majoring in psychology and management. She worked for several years as a graduate research assistant in a psychology lab where she helped conduct studies on adult learning. She currently works as a graduate research assistant in Georgia Tech's Center for the Enhancement of Teaching and Learning (CETL) where she assists with assessment and data analysis for ongoing CETL projects. Her masters thesis involved an investigation of caffeine and cognitive fatigue. Her current research involves the topics of workaholism and overwork.

visit author page

author page

Lydia Soleil Georgia Institute of Technology

biography

Tristan Utschig Georgia Institute of Technology

visit author page

Dr. Tristan T. Utschig is a Senior Academic Professional in the Center for the Enhancement of Teaching and Learning and is Assistant Director for the Scholarship and Assessment of Teaching and Learning at the Georgia Institute of Technology. Formerly, he was Associate Professor of Engineering Physics at Lewis-Clark State College. Dr. Utschig has regularly published and presented work on a variety of topics including assessment instruments and methodologies, using technology in the classroom, faculty development in instructional design, teaching diversity, and peer coaching. Dr. Utschig completed his PhD in Nuclear Engineering at the University of Wisconsin – Madison. His technical expertise involves analysis of thermal systems for fusion reactor designs.

visit author page

biography

Donna Llewellyn Georgia Institute of Technology

visit author page

Dr. Donna C. Llewellyn is the Director of the Center for the Enhancement of Teaching and Learning (CETL) at Georgia Tech. Donna received her B.A. in Mathematics from Swarthmore College, her M.S. in Operations Research from Stanford University, and her Ph.D. in Operations Research from Cornell University. After working as a faculty member in the School of Industrial and Systems Engineering at Georgia Tech, she changed career paths to lead CETL where she works with faculty, instructors, and graduate students to help them teach effectively so that our students can learn.

visit author page

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Design and Assessment of Professional Educational Development Programming for Graduate Students at a Research Extensive University

Abstract This paper describes the design and assessment of a new professional development program for graduate students at a research extensive university, The Georgia Institute of Technology. The program addresses two needs that have been identified by the graduate student government at Georgia Tech – more explicit training to teach effectively, and career advice for those wanting an academic career. This program, Tech to Teaching, is funded by NSF and is designed to link existing STEM (Science, Technology, Engineering, and Mathematics) education projects at Georgia Tech to produce a collective result that is greater than the sum of its parts. The grant also promotes collaboration within Georgia Tech and with nearby institutions in order to give graduate students the skills and experience they need to successfully transition to a faculty member position. There is both a formal structured certificate program and less structured a la carte options. There are two tiers of the certificate program. The first tier includes a graduate level course on the fundamentals of teaching and learning and a teaching practicum whereby graduate students work with a mentor and take on some of the duties of teaching a course, such as preparing and delivering several lectures, helping write assignments and exams, etc. For the second tier, graduate students take a graduate level course in course design and then take full responsibility for teaching a course, either at Georgia Tech or a nearby college, with the support of a mentor. A la carte options include workshops focused on the academic job search and career options, academic communication skills, and teaching topics as well as graduate courses in academic communication. Individual career, teaching and communication consultations are also available. Student perceptions about the program’s pilot offerings have been assessed via student course/instructor opinion surveys, a student focus group, and workshop feedback forms. Additionally, course syllabi and workshop content have been analyzed for alignment with project goals. Finally, participation rates in the program are being tracked via course enrollment and workshop attendance numbers. Overall, this program, which mainly targets the teaching-related aspect of a faculty career in higher education for graduate students, was eagerly received and highly rated across all program elements at Georgia Tech. Additionally, other grant funded projects involving STEM education across the campus are being linked with elements of this project. This paper will explain the process that was used to develop the program, describe synergies being created from links to existing programs, and present assessment data from the first year of implementation. Specifically, value to the reader is provided in two distinct ways: 1) presentation of participation rates and assessment data will illustrate the potential for utilization of and appreciation for this type of programming, and 2) description of resources used, design steps taken, and program components implemented will provide a template for individuals at other institutions interested in setting up similar programs.

Newton, S., & Soleil, L., & Utschig, T., & Llewellyn, D. (2010, June), Design And Assessment Of Professional Educational Development Programming For Graduate Students At A Research Extensive University Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16821

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: © 2010 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