Preparing Graduate Students for Their Teaching Responsibilities

Factors Predicting the Extent to which STEM Students Value Cross-Disciplinary Skills: A Study across Four Institutions

“…The original instrument was validated and refined in an iterative process as the surveyed population was expanded to include graduating seniors from additional STEM disciplines, including computer science, physics, and mathematics ( Marbach-Ad et al. , 2012 , 2014 , 2016 ). Response process validity ( Reeves and Marbach-Ad, 2016 ) of the survey was established through individual cognitive interviews with 25 senior students from five STEM disciplines.…”

Toward the Effective Implementation of Collaborative Problem Solving in Undergraduate Engineering Classrooms: Co-designing Guidelines for Teaching Assistants

“…While performing their teaching duties, TAs are expected to implement various teaching practices such as presenting information, emphasizing certain concepts, communicating with students, and assessing students' outcomes [11]. Nevertheless, research has shown that TAs start their teaching positions with limited teaching experience, developing their skills by trial and error [12], and they rarely receive guidance or feedback about their teaching practices [13]. Research has also shown that TAs struggle in implementing effective strategies at the beginning, during, and at the end of a collaborative problem solving activity to support students' interactions during group work [6], [14].…”