June 26, 2011
June 26, 2011
June 29, 2011
New Engineering Educators
22.1218.1 - 22.1218.14
Model-Eliciting-Activities (MEAs) as Sites for Postdoctoral Researcher Training in Course Instruction and Development Traditional roles of postdoctoral researchers (PRs) often involved scholarly activities thatare focused on research and grant writing. Seldom do PRs receive training on activitiespertaining to curriculum and instruction, which are important if these PRs intend to pursue acareer in academia. Therefore, as they become new faculty, they enter their faculty roles with noteaching experience or knowledge and skills of course development. It is imperative for PRs toacquire these knowledge and skills during their training, in order to ease their transition intobecoming a productive faculty member. This paper explores the experience and challenges of a postdoctoral researcher (PR) whohad the chance to engage in instructional activities as part of her training. She is a member of ateam responsible for teaching assistants (TAs) professional development (PD) with ModelEliciting Activities (MEAs) – client-driven, realistic problems set in engineering contexts.Successful MEA implementation in a large first-year engineering course relies heavily on thequality of the PD of TAs. TA’s PD includes building the TAs knowledge of MEAs, and trainingthem to provide high quality feedback and assessment, and to consistently apply the MEARubric to students’ work. This PR was responsible for providing training for both experienced – those who haveassessed and provided feedback to students on their MEA work in previous semesters, andinexperienced TAs. The challenge was to sift through large amounts of available PD materials tofit these different groups. The material sifting strategy will be discussed. Since TAs consist ofboth graduate TAs (GTAs) and undergraduate students serving as peer teacher (PT), the PRfaced challenges in providing teaching strategies to fit the level of knowledge and backgroundexperience of both TA groups. Ways to confront these challenges will be discussed. Theseinclude the availability of peer support system, guidance obtained from experienced facultyinvolved in MEA curriculum reformation, and availability of high quality PD training materials.Other challenges such as time management, balancing research and instructional activities,gaining respect of students, and public speaking skills, will also be discussed.
Salim, A., & Diefes-Dux, H. A. (2011, June), Realistic Open-Ended Engineering Problem Solving as Sites for Postdoctoral Researcher Training in Course Instruction and Development Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18910
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