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Lessons Learned in Professional and Identity Development as Part of a Teaching Assistant Training Program

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Lessons Learned about Faculty Development!

Tagged Division

Faculty Development Division

Page Count

6

DOI

10.18260/1-2--34915

Permanent URL

https://peer.asee.org/34915

Download Count

127

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Paper Authors

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Erica Jean Hagen University of Wisconsin, Madison

biography

Elizabeth C Harris University of Wisconsin-Madison

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Elizabeth Harris has been part of the University of Wisconsin Madison’s College of Engineering since 2012. She approaches Engineering Education opportunities by leveraging her background in cognitive and systems engineering in addition to her background in education. She particularly enjoys working to improve the effectiveness of institutions, and the experiences of students, faculty, and academic staff by addressing the holistic ecologies present around teaching and learning in Higher Education. She does this by partnering to foster, create, and explore cultural and strategic interventions, in addition to practical.

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Abstract

In this Poster Session we will discuss the Lessons Learned in presenting teaching assistant training and professional identity development through the New Educators Orientation (NEO) program. The NEO program provides training for new teaching assistants (TAs) in the College of Engineering and the College of Agriculture and Life Sciences at the University of Wisconsin-Madison before they begin their appointment as a Teaching Assistant. The program aims to provide employee onboarding, basic teaching and instructional design skills training, and identity development as instructors. NEO also provides professional development that will aid attendees in the classroom, their work as graduate students, and their careers, academic or otherwise. Goal setting and time management skills are addressed along with personal advocacy and mental health to develop personal agency in their roles as graduate students within the college ecosystem. In giving participants the skills to be mindfully happier, healthier people, we hope to develop more effective graduate students and therefore instructors. This blend of onboarding, training, and professional/identity development is core to our mission of developing effective TAs, and also future faculty members and engineering professionals.

The program is run by the Collaborative for Engineering Education and Teaching Effectiveness (CEETE) and hosted by the College of Engineering. Averaging 160 participants an academic year, the training covers topics from campus resources, engaging students and active learning, presentation skills, and inclusive classroom strategies as well as covering employee onboarding sessions on equity and diversity and safety. This poster session will discuss the methods of the training and the lessons we’ve learned.

Hagen, E. J., & Harris, E. C. (2020, June), Lessons Learned in Professional and Identity Development as Part of a Teaching Assistant Training Program Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34915

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