Rajarathinam, R. J., & Katz, J. E., & Shehab, S., & Johnson, B. E., & Chen, Y. W., & Pool, M., & Chochola, K. M. (2024, June), The Impact of a Graduate Teaching and Leadership Course on Engineering Graduate Teaching Assistants’ Learning of Pedagogy   Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48105

\bibitem{asee_peer_48105}
  Rajarathinam, R. J., \& Katz, J. E., \& Shehab, S., \& Johnson, B. E., \& Chen, Y. W., \& Pool, M., \& Chochola, K. M. (2024, June), \emph{The Impact of a Graduate Teaching and Leadership Course on Engineering Graduate Teaching Assistants’ Learning of Pedagogy }
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--48105

Robin Jephthah Rajarathinam, Joshua E. Katz, Saadeddine Shehab, Blake Everett Johnson, Yuting W. Chen, Marcia Pool, and Kristin M. Chochola.  "The Impact of a Graduate Teaching and Leadership Course on Engineering Graduate Teaching Assistants’ Learning of Pedagogy ".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48105 Internet.  14 Dec, 2024

\bibitem{asee_peer_48105}
  Robin Jephthah Rajarathinam, Joshua E. Katz, Saadeddine Shehab, Blake Everett Johnson, Yuting W. Chen, Marcia Pool, and Kristin M. Chochola.
  "The Impact of a Graduate Teaching and Leadership Course on Engineering Graduate Teaching Assistants’ Learning of Pedagogy ".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48105 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_48105
author = "Robin Jephthah Rajarathinam, Joshua E. Katz, Saadeddine Shehab, Blake Everett Johnson, Yuting W. Chen, Marcia Pool, and Kristin M. Chochola"
title = "The Impact of a Graduate Teaching and Leadership Course on Engineering Graduate Teaching Assistants’ Learning of Pedagogy "
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48105}
number = {10.18260/1-2--48105}
}

TY  - CPAPER
AB  - It is essential to train engineering Graduate Teaching Assistants (GTAs) to be good educators. Evidence shows that most GTAs are unprepared for instruction. Literature suggests that when one receives training in teaching, one can acquire several transferable skills, such as effective communication, leadership, problem-solving, etc.  GTA training programs aim to equip GTAs with proficient teaching skills while applying these transferable skills in their classrooms and future careers. 
To assist engineering GTAs in honing their teaching skills, the research team developed a graduate teaching and leadership course. In Spring 2022, the Technological, Pedagogical, and Content Knowledge (TPACK) survey was used to assess the impact of the course on the GTAs’ TPACK. Although it was found that the course positively impacted the GTAs’ TPACK, the team did not assess the impact of each of the course’s modules on the GTAs’ learning. This follow-up study addresses the critical need for effective pedagogical development among engineering GTAs, focusing on the assessment of Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK). Recognizing the gap in validated instruments tailored to GTA training, the research team developed and implemented a specialized survey designed around the course. 
The research commenced with the validation of the newly created survey instrument. Through extensive factor analysis, the validity of the survey was established, ensuring its alignment with the essential elements of PK and PCK. The survey comprises 40 items across 11 domains, reflecting the course modules' targeted pedagogical and leadership outcomes. The instrument's reliability was affirmed by Cronbach’s alpha coefficients exceeding 0.75 for all domains, highlighting its consistency in measuring GTA pedagogical development.With the participation of 124 engineering GTAs in the pre-survey and 114 completing both pre- and post-surveys, the research team utilized the Mann-Whitney U and Wilcoxon Signed-Rank tests to evaluate the impact of the intervention. The findings demonstrated a significant enhancement in GTAs' skills across all surveyed domains, irrespective of their prior teaching experience. The study's results validate the survey instrument's utility in capturing the nuanced aspects of GTAs' pedagogical growth and confirm the targeted course modules' efficacy in advancing their teaching and leadership proficiency. Plans for ongoing instrument refinement and the potential for broader application underscore the study's significance in elevating GTA training effectiveness and pedagogical excellence.

AU  - Robin Jephthah Rajarathinam
AU  - Joshua E. Katz
AU  - Saadeddine Shehab
AU  - Blake Everett Johnson
AU  - Yuting W. Chen
AU  - Marcia Pool
AU  - Kristin M. Chochola
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - The Impact of a Graduate Teaching and Leadership Course on Engineering Graduate Teaching Assistants’ Learning of Pedagogy 
UR  - https://peer.asee.org/48105
DO  - 10.18260/1-2--48105
ER  -