WIP Elevating the Unsung Heroes: Assessing Graduate Teaching Assistants' Experiences in Service-Learning Programs
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Empowering Students and Strengthening Community Relationships
- Tagged Division
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Community Engagement Division (COMMENG)
- Permanent URL
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https://peer.asee.org/48279
Paper Authors
Danielle N. Wagner
Purdue University
orcid.org/0000-0001-6572-9001
Danielle is interested in enabling transparent communication between different members of society, often with an environmental focus to increase access to natural resources. As a PhD Candidate in the Lyles School of Civil Engineering at Purdue University she specializes in Architectural Engineering with a focus in indoor air quality and the built environment. She has had several opportunities to engage in education with undergraduates and community members, and has been honored practice advising undergraduate EPICS service-learning teams. Having community-oriented discussions at Purdue, working with human-centered design in her own research, and mentoring student teams inspirited her drive to center community member and partner voices within academic discussions. She is excited to continue learning from leaders in EPICS and partnering institutions while applying to industry and academic positions.
Sukrati Gautam Purdue University
I am currently pursuing my Ph.D. in Computational Environmental Technology at Purdue University. I am experienced Teaching Assistant at Engineering Projects in Community Services (EPICS). I am exploring human decision making behavior using ML, and NLP models to enhance human-in-the-loop sustainability solutions. Leading to an impact by implementing new policies for bridging the digital equity gap. I have a unique blend of expertise to build impactful experiences for enhancing education engagement.
Peyman Yousefi Merck Group
Peyman is a senior User Experience Researcher at Merck Group. He specializes in using mixed methods to explore human-computer interaction and human-centered artificial intelligence. During his Ph.D. at Purdue University, Peyman adopted an ecological approach that integrates engineering and science concepts to address significant environmental challenges. His research methodology included agent-based modeling, crowdsourced human behavioral experiments, institutional analysis, and qualitative data collection. Through his work, Peyman systematically investigated the interplay of natural, physical, and institutional factors in coupled human-environment systems. He focused on understanding the prerequisites for building resilient communities at various scales, aiming to enhance adaptability in the context of climate change.
Nuela Chidubem Enebechi Purdue University
Nuela Chidubem Enebechi (Nuela) is a Ph.D. in Industrial Engineering at Purdue University. She is an international student from Nigeria and received her bachelor's in Computer Science at Minnesota State University Moorhead.
Andrew Pierce Purdue University
Andrew Pierce is the Assistant Director for the EPICS program at Purdue University in West Lafayette, Indiana. He received his bachelor's and master of science degrees in biomedical engineering from Purdue University. He spent five years as a development engineer in the medical device industry, designing a number of commercial medical devices and generating ten patents before returning to West Lafayette to help lead the EPICS program. In his ten years with EPICS, he has developed extensive experience in the administration of community-engaged design programs. As part of the leadership team, he has led the EPICS program to be recognized with numerous awards, including the W.K. Kellogg Foundation Community Engagement Scholarship Award and Outstanding Experiential Education Program by the Society of Experiential Education.
William C. Oakes
Purdue University
orcid.org/0000-0002-6183-045X
William (Bill) Oakes is the Assistant Dean for Experiential Learning, a 150th Anniversary Professor, Director of the EPICS Program, Professor of Engineering Education at Purdue University, and a registered professional engineer. He is one of the founding faculty in the School of Engineering Education having courtesy appointments in Mechanical, Environmental and Ecological Engineering and Curriculum and Instruction. He was the first engineer to receive the U.S. Campus Compact Thomas Ehrlich Faculty Award for Service-Learning and a co-recipient of the U.S. National Academy of Engineering’s Bernard Gordon Prize for Innovation in Engineering and Technology Education. He is a fellow of NSPE and ASEE and elected to the ASEE Hall of Fame.
Abstract
Service-learning programs emphasizing engineering design are frequently recognized for their potential to enhance the professional development of students. Such programs, when viewed from a systems perspective, consist of intricate networks of interconnected components including students, instructors, teaching assistants, community and corporate partners, and university staff, among others. Central to the functioning of these programs, Graduate Teaching Assistants (GTAs) have been traditionally viewed not as service users, but rather as integral components of the service itself, actively contributing to a conducive environment for community engagement and learning. This foundational assumption, therefore, has often overshadowed the importance of evaluating and enhancing the experiences of the GTAs themselves, even though these experiences significantly influence the overall success of service-learning programs. GTAs play a crucial role in these programs, often overlooked as they contribute to the program's success. This study takes a user-centric mixed-method approach to comprehensively evaluate GTAs' experiences within service-learning programs.
Conducted at a Midwestern US institution, this research combines surveys, stakeholder interviews, and ethnographic observations. Thirteen GTAs from various engineering disciplines participated. The aim is to understand their motivations, challenges, and stresses, identifying areas for program improvement and valuable outcomes. Pre-semester feedback indicates that while many GTAs are confident in time management and public speaking, several find these skills challenging. They express a desire to enhance communication and student coaching skills. Returning GTAs have specific goals, such as leadership development and providing better student feedback. This research underscores the importance of recognizing and addressing GTAs' unique needs within service-learning program evaluation. By identifying GTA expectations and experiences, the study also highlights the acquisition of multidisciplinary skills, promoting individual growth. The evaluation framework introduced can serve as a model for other institutions and programs, emphasizing the significance of an empathetic, user-centric approach in academic settings.
Wagner, D. N., & Gautam, S., & Yousefi, P., & Enebechi, N. C., & Pierce, A., & Oakes, W. C. (2024, June), WIP Elevating the Unsung Heroes: Assessing Graduate Teaching Assistants' Experiences in Service-Learning Programs Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48279
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