| Autor: |
khanamani, Samieh Askarian, Bucks, Gregory, Murphy, Teri J., Agarwal, Jutshi |
| Předmět: |
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| Zdroj: |
Proceedings of the ASEE Annual Conference & Exposition; 2022, p1-14, 14p |
| Abstrakt: |
There is a significant dearth of literature on the teaching training available to engineering graduate students, both as student instructors (more commonly teaching assistants) and as future faculty. Even when scholars have implemented and written about teaching professional development (TPD) for students, the focus has been on the practices involved in the TPD program. Such studies have more frequently lacked structured, evidence-based information to measure whether these programs have been effective. Moreover, there is no framework to understand what success of a TPD program for engineering graduate students should mean. This also makes it difficult for program managers to justify the introduction or continued implementation of TPD for students in engineering because there is often a disconnect between the opinions of program managers and policymakers. In this study, we gathered data from academic leaders, including heads of departments and directors of engineering programs, to understand their opinions in this area. The research question explored in this study is: What are the opinions of academic leaders about the evidence needed to measure the effectiveness of a teaching professional development program for graduate students in engineering? The study aims to understand what policymakers at educational institutions of engineering consider as information needed or the type of data that needs to be collected so that such programs can be evaluated in a more structured and justifiable manner. Multiple frameworks for evaluation of Teaching Assistant Teaching Professional Development (TA TPD) programs were studied to understand what STEM education researchers recommend as evidence-based evaluation of such programs. In this study, one such framework was used to compare open-ended responses to questions on a survey sent to engineering academic leaders (e.g., heads of departments and directors of engineering programs) in the United States. Two of the questions in the survey focused on the opinions of respondents about the evidence needed to measure the effectiveness of the TPD in their institution. Qualitative analysis included categorizing responses into themes from the selected framework and comparing differences between respondents' own opinion and their perceptions of the opinions of their colleagues. Findings showed that a majority of respondents and their colleagues intend to rely on end-ofcourse student feedback for such evaluations. Literature on the reliability of student evaluations is presented and recommendations made for alternative methods of TPD program evaluations. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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