Training Teaching Assistants as Coaches

Self Cite

“…A licensed PCC [16] (Professional Certified Coach) facilitates this workshop. Further details of this workshop are found in both Bubbar et al [17] and Dimopoulos et al [18].…”

Section: Coaching and Facilitationmentioning

confidence: 99%

An Overview of the Teaching Assistant Consultant Program for Developing Competency in Novice Engineering Graduate Teaching Assistants

Bubbar

Dimopoulos

Korpan

et al. 2017

Self Cite

“…Our work considers a similar implementation as Avila-Merino [26] but with the variation that our MTME cohort not only attend a hackathon, but one that is custom designed by our instructional team to support our students in achieving the learning objectives outlined in Section 1. This hackathon, labelled as "the CRAM", is supported throughout the entire event by our instructional team whom play the role of a coach and thus, implement an andragogy based teaching approach as suggested by Neck et al [27] and previously implemented in an engineering context by Bubbar et al [28][29][30].…”

Section: Emergence Of Hackathonsmentioning

confidence: 99%

Promoting Entrepreneurial Practice by Cramming a Product Development Project Over a Weekend

Bubbar

Shukla

2019

Self Cite

As the definition of the engineering profession continues to witness a disruptive transformation in the labour market, engineering schools are beginning to recognize the need to facilitate a new approach to education. Such a disruption has lead to the explosion of entrepreneurship education within the boarders of engineering schools in attempt to generate the talent and skills of the future engineer. There is however a gap – engineering schools were never designed to deliver entrepreneurship education. Success in this endeavour relies on a new approach to teaching; one that is founded in a group-based, experiential learning environment. At the University of New Brunswick, entrepreneurship education is a core element offered to all our engineering students. The following article proposes the CRAM – a two day hackathon designed to introduce students to a cohesion of contemporary entrepreneurship practices to accelerate group formation and acquire entrepreneurship skill sets using an inductive teaching approach. The delivery of the CRAM is discussed in detail, along with feedback from the student participants.

“…To address the need for student and team mentorship to achieve better participation, learning and quality projects, a staff coaching session was introduced. This was based on the material developed by the University of Victoria [7]. Finally, it was noticed that the groups didn't always know what resources existed in the facilities, which caused them to manufacture a part of their project with a piece of equipment that was not necessarily appropriate.…”

Section: Ta and Pm Training Programmentioning

confidence: 99%

“…The University of Victoria argues that TAs have many roles, including mentor, educator, adviser and coinstructor, but that the mentor role is the most important when it comes to design projects [3]. TAs are extremely important in this context in terms of encouraging positive group dynamics, individual and team innovation and problem-solving, essentially acting as coaches [7].…”

Section: Introductionmentioning

confidence: 99%

Teaching Assistant Training in Engineering Design

Boudreau

Anis

2019

The Faculty of Engineering at the University of Ottawa is home to multiple rapid prototyping facilities and entrepreneurship spaces. These include a makerspace, a machine shop and a design space for any student to use free of charge. First- and second-year students also take courses in the Makerlab, a sister facility to the Makerspace, that introduces them to collaborative project-based learning, engineering problem-solving and prototyping in a cornerstone design course. Each three-hour weekly lab has a teaching assistant (TA), typically a graduate student, and a project manager (PM), typically an undergraduate student who has taken the course previously. They are responsible for teaching the lab content and guiding the students through their design process. Since design courses are weighted heavily toward projects and labs, this evidence-based practice paper is part of a study that has the goal of understanding, via student evaluations, the impact of TA and PM training on their performance. This paper presents an analysis of the impact of TA and PM training, based on the students’ evaluation of their TA’s and PM’s performance. Factors considered were the amount of training received by the TAs and PMs, the type of training and the satisfaction of the students. The students were surveyed to gauge their satisfaction with the quality of their TAs and PMs, and the survey results were compared with a number of outcomes.