Open Access
A Teaching Assistant Training Protocol for Improving Feedback on Open- Ended Engineering Problems in Large Classes
Matthew Verleger,Embry-Riddle Aeronautical,Daytona Beach,Matthew Verleger +3 more
- 23 Jun 2013
TL;DR: Matthew Verleger is Assistant Professor in Freshman Engineering at Embry-Riddle Aeronautical University and his research interests include Model-Eliciting Activities, online learning, and the development of software tools to facilitate student learning.
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Abstract: Matthew Verleger is Assistant Professor in Freshman Engineering at Embry-Riddle Aeronautical University. He has a BS in Computer Engineering, an MS in Agricultural & Biological Engineering, and a PhD in Engineering Education, all from Purdue University. Prior to joining the Embry-Riddle faculty, he spent two years as an Assistant Professor of Engineering Education at Utah State University. His research interests include Model-Eliciting Activities, online learning, and the development of software tools to facilitate student learning.
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Citations
Examining the Impact of Four Teaching Development Programmes for Engineering Teaching Assistants.
TL;DR: In this paper, the authors compared the impact of a teaching orientation with one of four teaching development programs (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with written Reflection) on engineering TAs' teaching efficacy and definitions of active learning.
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The Relationship between Students' Performance on Conventional Standardized Mathematics Assessments and Complex Mathematical Modeling Problems.
TL;DR: In this paper, a study was designed to find the relation between students' conventional standardized measures of mathematics achievement and their performance on mathematical modeling problems, and students' (N=1656) SAT (Scholastic Aptitude Test) mathematics scores were used as a conventional standardized measure of achievement and scores on two model-creation problems based on complex settings were used to capture mathematical modeling performance.
Factors That Help and Hinder Teaching Assistants’ Ability to Execute Their Responsibilities
Farshid Marbouti,Kelsey Joy Rodgers,Hyunyi Jung,Alena Moon,Heidi A. Diefes-Dux +4 more
- 23 Jun 2013
TL;DR: In this paper, the authors investigated the perspectives of eight teaching assistants employed within a first-year engineering course with a significant focus on open-ended problem solving and indentified factors that helped and hindered teaching assistants' execution of their responsibilities which included grading and helping students.
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Undergraduate and graduate teaching assistants' perceptions of their responsibilities - Factors that help or hinder
Alena Moon,Hyunyi Jung,Farshid Marbouti,Kelsey Joy Rodgers,Heidi A. Diefes-Dux +4 more
- 01 Oct 2013
TL;DR: A survey that was created based on interviews conducted with eight TAs is discussed and is to be used by any STEM program as a diagnostic tool for identifying opportunities to enhance the TA support systems and therefore improve student learning.
A review study with a systematic approach: pedagogical development for educators in higher engineering education
Juebei Chen,Xiangyun Du,Dan Jiang,Aida Guerra,Bente Nørgaard +4 more
TL;DR: A review study summarizes current pedagogical development (PD) activity designs and challenges in engineering education. It calls for further research on theory-driven designs and empirical PD studies.
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References
Growing a Garden without Water: Graduate Teaching Assistants in Introductory Science Laboratories at a Doctoral/Research University
TL;DR: In this paper, the authors explore the educational and instructional environment of GTAs in these reformed settings and find that GTAs worked autonomously, that traditional practices and curricula existed in laboratories, and that instructors frequently held limited views of undergraduates' abilities and motivation.
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•Book
Partners in Innovation: Teaching Assistants in College Science Courses
Elaine Seymour,Ginger Melton,Douglas J. Wiese,Liane Pedersen-Gallegos +3 more
- 01 Oct 2005
TL;DR: This chapter discusses the importance of Collegial Engagement among Teaching Assistants Working in Innovative Courses, and the relative contributions of Undergraduate and Graduate Teaching Assistant.
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Using educational research in the design of evaluation tools for open-ended problems
TL;DR: In this paper, the authors present a concrete example of how educational design, a models-and-modeling perspective from mathematics education, and multi-tiered teaching experiments are brought to bear inthe design of valid and reliable evaluation tools for scoring team responses to complex problem-solving activities used in a large first-year engineering course in which teaching assistants evaluate student work.
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