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Proposal Of A Teaching Mentoring Program Within The College Of Engineering At Ncsu

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1996 Annual Conference


Washington, District of Columbia

Publication Date

June 23, 1996

Start Date

June 23, 1996

End Date

June 26, 1996



Page Count


Page Numbers

1.366.1 - 1.366.6

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Paper Authors

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Monica R. Hitchcock

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Diane Sherrard

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Carol A. Wellington

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Steven M. Click

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


.— - . . . .. Session 1634

—. . ..- Proposal of a Teaching Mentoring Program Within the College of Engineering at NCSU

Carol A. Wellington, Diane Sherrard, Monica R Hitchcock, Steven M. Click North Carolina State University

1) Introduction

One of the main focuses of the North Carolina State University Student Chapter of American Society for Engineering Education has been to propose a teaching mentoring program. NCSU has a teaching mentoring prograrn.called Preparing the Professorate. This program provides graduate students throughout the university with the opportunity to work closely with a faculty member to prepare themselves for developing and teaching courses in their field. Preparing the Professoriate is a well-respected prograW but is only open to about ten students per year. In order to give more engineering students the opportunist y to hone their teaching skills, our student chapter of ASEE decided to propose a similar program within the College of Engineering. This paper describes the process we have used to design and initiate our teaching mentoring program. The current proposal is included in Section 8.

2) Preparing the Professorate

The Preparing the Professorate Program was developed at NCSU for the express purpose of giving qualified graduate students the opportunity to excel in the classroom once embarking on a career in education. The program pairs participating graduate students with a mentoring professor. An interested student approaches the faculty member of his/her choice and they apply to the program as a team. The application specifies a two-semester plan of action. While the specifics of the plan are not predetermined, it usually follows a standard format. During the first semester, the graduate student observes the mentoring professor, discusses class content and objectives, and begins planning for the teachhg experience. During the second semester, the graduate student takes over some or all aspects of the class, receiving feedback from the mentoring professor along the way. The program thus allows graduate students the opportunity for continuous assistance and feedback from an experienced faculty member as they begin their teaching career.

3) Survey

We decided early on that we wanted to follow the general format of Preparing the Professorate. We wanted the student to choose the mentor and to have them make a joint application to show their interest. We wanted our program to support the mentoring relationship, but the success of each team would depend on their enthusiasm and effort.

$iii’ } 1996 ASEE Annual Conference Proceedings ‘..,H13+?

Hitchcock, M. R., & Sherrard, D., & Wellington, C. A., & Click, S. M. (1996, June), Proposal Of A Teaching Mentoring Program Within The College Of Engineering At Ncsu Paper presented at 1996 Annual Conference, Washington, District of Columbia.

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