The PhD<i>A Tapestry of Change for the 21st Century</i>

Nyquist, Jody D.

doi:10.1080/00091380209605564

Cited by 80 publications

(88 citation statements)

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“…TAs decide how to shape the learning environment based on their observations of students [21]. Department and university norms may make it difficult to change away from traditional teacher-centered instruction [26,27] and for TAs to place significant value on teaching [33,34], possibly creating a "social and environmental context" [11] in which TAs are unlikely to buy into RBIS. In-class limitations include lack of time, the trade-off between depth and breadth in content coverage, and class size limitations [26][27][28].…”

Section: B Many Factors Influence Instructional Practicesmentioning

confidence: 99%

Quicker method for assessing influences on teaching assistant buy-in and practices in reformed courses

Wilcox

Yang

Chini

2016

Phys. Rev. Phys. Educ. Res.

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Teaching assistants (TAs) that lead reformed recitations and labs must understand and buy into the design of the course and the research-based instructional strategies that the course requires in order to create high-fidelity implementations. We present a model that outlines possible influences on TAs' buy-in and their in-class actions coupled with a method, using a Real-time Instructor Observation Tool-based [E. A. West et al. Phys. Rev. ST Phys. Educ. Res. 9, 010109 (2013)] exercise, to measure the effect of these influences that is not only quicker than interviews but also allows one to quantify these effects. We use this method to measure the influences on six graduate TAs teaching algebra-based introductory mechanics and electricity and magnetism recitations and labs ("mini studios") at the University of Central Florida. The results from the exercise are confirmed by interview responses from the TAs. We find a relatively high degree of buy-in to the design of the course, yet this is not reflected in the TAs' actions. The TAs' actions appear to be most influenced by student responses and expectations which do not align with the design of the course. Our study examines the effect of three influences shown in our model, and we argue that our method could be easily adapted to examine additional influences.

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Section: B Many Factors Influence Instructional Practicesmentioning

confidence: 99%

Quicker method for assessing influences on teaching assistant buy-in and practices in reformed courses

Wilcox

Yang

Chini

2016

Phys. Rev. Phys. Educ. Res.

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“…La dificultad, se me ocurre a mí, radica en que entre las buenas intenciones y la acción suele haber mucha diferencia. Repasemos, por un momento, en síntesis, cuáles son esas transformaciones radicales que se están operando en el postgrado global (Barber et al, 2013;Chiang, 2012;Pellegrino y Hilton, 2012;BOE, 2011;Pulido San Román, 2009;IESALC, 2008;Walker et al, 2008;Espacio Europeo de Educación Superior, 2005;Palacio, 2005;Park, 2005;Green y Powell, 2005;Montesinos et al, 2003;Nyquist, 2002;UK Research Council, 2001). A saber, cambios en:…”

Section: Modelo De Formaciónunclassified

Tendencias del postgrado en Iberoamérica

Cardona

2014

cys

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Ante todo, quisiera anticipar que mi intervención 2 [en este evento] debiera constituir un pequeño pero significativo desarrollo de los planteamientos que he tenido oportunidad de hacer en varios escenarios académicos y advertir que, aunque siguen siendo válidos, tenemos mucho camino aún, por recorrer. La radiografía que he intentado describir ha sido, sin duda, la de un escenario catastrófico pero con matices optimistas, realista, por decir lo menos, pero viable, si quienes asumimos alguna responsabilidad por la formación postgraduada en nuestras universidades nos decidiéramos a actuar, a hacer algo para que, en palabras de Michael Barber y su equipo (Barber et al., 2013), la "avalancha" no se nos venga encima (ver también Altbach et al., 2009, IESALC, 2008, CINDA, 2007.Ante este escenario quisiera, por tanto, más que abordar la pregunta de qué tanto hemos hecho desde la academia para alterar significativamente los paradigmas convencionales de formación

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“…Although problems, purposes, and recommendations of these projects are complex and multifaceted, the quality of students' educational experience as it relates to immediate departments or program communities appears to be a common focal point of the initiatives. In particular, students' interactions with faculty mentors and peers in supportive yet challenging environments along with developmentally meaningful and authentic learning experiences are considered critical to the effective preparation of the next generation of scholars, researchers, and educators (Nyquist, 2002;Walker, 2008;Walker, Golde, Jones, Bueschel, & Hutchins, 2008). Furthermore, some even propose a Bill of Rights for doctoral students (Schniederjans, 2007).…”

Section: Introductionmentioning

confidence: 99%