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Developing A Global Real Time Assessment Tool For The Teaching Enhancement Of Engineering Graduate Teaching Assistants

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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

8

Page Numbers

15.375.1 - 15.375.8

Permanent URL

https://peer.asee.org/16201

Download Count

23

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Paper Authors

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Monica Cox Purdue University

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Monica F. Cox, Ph.D., is an Assistant Professor in the School of Engineering Education at Purdue University. She obtained a B.S. in mathematics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the development of engineering education assessment tools. She is a NSF Faculty Early Career (CAREER) award winner and is a recipient of a Presidential Early Career Award for Scientists and Engineers (PECASE).

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Jeeyeon Hahn Purdue University

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Jeeyeon Hahn is a PhD student in the School of Aeronautics and Astronautics at Purdue University. She obtained B.S. and M.S. in Aeronautical and Astronautical Engineering from Purdue University. Her primary research interests relate to the Fatigue of Structures and Materials.

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Nathan McNeill Purdue University

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Nathan McNeill is a Ph.D. candidate in the School of Engineering Education at Purdue University. He obtained a B.S. in engineering from Walla Walla University and an M.S. in mechanical engineering from The Georgia Institute of Technology. His current research work focuses on the outcomes of globally oriented engineering education experiences. He has also been involved in the development of tools for the direct observation of pedagogy employed in laboratory teaching environments.

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Asawaree Kulkarni Purdue University

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Asawaree A. Kulkarni, graduated from Purdue University's College of Technology with a degree of M.S. in Computer and Information Technology. She obtained her B.S. in Computer Engineering from University of Pune, India. Her research interests mainly consist of Unified Communications and VoIP Security and her Master's thesis was titled "Performance Evaluation of an Open Source Speaker Recognition System under the effect of Speech Compression in a real world VoIP Environment". As a graduate research assistant she worked on projects under the areas of Steganography and Image Processing. Asawaree worked with Purdue's School of Engineering Education to design and develop software for the Global Real-time Assessment Tool for Teaching Enhancement (G-RATE).

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

Developing a Global Real-time Assessment Tool for the Teaching Enhancement of Engineering Graduate Teaching Assistants

Abstract

In 1999, the VaNTH Observation System (VOS), a direct observation system that records instructor and student interactions in classrooms using the dimensions of the “How People Learn” (HPL) framework was developed to provide pedagogical feedback to bioengineering faculty at four research universities. Since its development, the VOS has been adapted for use in first year engineering laboratories taught by the graduate teaching assistants (GTAs) at a large Midwestern university. After piloting the VOS within this new environment in 2007, researchers noted some limitations. To overcome these limitations, a new pedagogical observation system, called the Global Real-time Assessment Tool for Teaching Enhancement (G-RATE), has been developed to provide GTAs with multidimensional feedback about their teaching. This paper describes the evolution of the G-RATE system, provides an overview of each section of the instrument, and discusses future steps for the development of this tool.

Introduction Seymour et al.1 note the importance of pedagogical feedback for graduate teaching assistants (GTAs) in a variety of disciplines. In a comparison of GTAs teaching in innovative and traditional course environments, the authors identified GTA responsibilities in traditional environments to include grading, working closely with undergraduate, and serving as secondary resources for students enrolled in the course. Within the innovative environments, however, GTAs were found to be troubleshooters, liaisons between faculty supervisors and students, and collaborators with faculty in the teaching of students enrolled in the course. Because of the important roles that GTAs play in both traditional and innovative environments, feedback to GTAs about the extent to which they are fulfilling their teaching roles is needed. Although such feedback has been traditionally provided by GTAs’ coordinators or supervisors2, by GTA self-reflections2, 3, by undergraduate students’ evaluations4, or by other surveys4, direct measures of GTA effectiveness are needed also. For this reason, this paper describes a new pedagogical system, the Global Real-time Assessment Tool for Teaching Enhancement (G-RATE), which has been developed to provide GTAs with multidimensional feedback about their teaching. This paper describes the evolution of the G-RATE system, provides an overview of each section of the instrument, and discusses future steps for the development of this tool.

Cox, M., & Hahn, J., & McNeill, N., & Kulkarni, A. (2010, June), Developing A Global Real Time Assessment Tool For The Teaching Enhancement Of Engineering Graduate Teaching Assistants Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16201

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