Catalyzing Graduate Teaching Assistants' Laboratory Teaching through Design Research

ERIC Educational Resources Information Center

Bond-Robinson, Janet; Rodriques, Romola A. Bernard

2006-01-01

We report on a study of a laboratory teaching apprenticeship program designed to improve graduate teaching assistant (GTA) performance. To catalyze GTAs as laboratory teachers we constructed learning goals, synthesized previous literature into a design model and a developmental path, and built two instruments to measure 12 strategic pedagogical…

Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

ERIC Educational Resources Information Center

Ryker, Katherine; McConnell, David

2014-01-01

This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

Graduate Teaching Assistants in the Learning Paradigm: Beliefs about Inclusive Teaching

ERIC Educational Resources Information Center

Embry, Priscilla B.; McGuire, Joan M.

2011-01-01

The learning paradigm emphasizes teaching in ways that facilitate learning for all students. As novice instructors of an increasingly diverse student population, graduate teaching assistants (GTAs) frequently have full responsibility for teaching undergraduate courses. This study investigated GTAs' beliefs about including diverse learners in their…

University Teaching: A Guide for Graduate Students.

ERIC Educational Resources Information Center

Lambert, Leo M., Ed.; And Others

This book for graduate teaching assistants (TAs) presents 15 essays regarding the place of teaching in the lives of those teaching at the university level, and the responsibilities of teachers at all points in their careers. The book offers practical classroom strategies as well as selections from current research on teaching and learning. The 15…

Physics graduate students' perceptions of the value of teaching

NASA Astrophysics Data System (ADS)

Verley, Jim D.

An exploratory study was undertaken to examine the perceptions of physics graduate students regarding teaching and their institutional and departmental support for their teaching efforts. A Likert survey was developed and distributed to 249 physics graduate students at four Rocky Mountain institutions of higher education. The survey was distributed through individual physics department email lists to prevent spam and virus blockers from removing the survey email. Of those 249 receiving the survey 132 students responded (53%) and of those responding 50% gave written comments about their perceptions of the value of teaching. Two of the institutions surveyed have some level of formal teaching development and assistance programming available to the graduate students and two had no formal programs in place either departmentally or institutionally. Both quantitative and qualitative analysis was utilized to examine the survey questions, demographic information and an open-ended question regarding the students' personal perceptions of teaching. Results of the survey analysis indicate that this group of physics graduate students perceive and place a high value on the importance of teaching. The results of the study also indicate that while there was high awareness by the student population of formal programs to aid in their teaching efforts, it did not translate into a high value placed on teaching by the institutions or departments from the student perspective. Students at those institutions that maintain formal programs for teaching development and support, while aware of those programs, often perceive departmental support for their teaching efforts to be lacking and feel unable to accommodate a personal interest in teaching because of a departmental focus on research. The students attending the institution with no formal institutional or departmental programs for teaching had the highest perceived value on its departmental teaching and support for teaching compared to

An Empirical Consideration of a Balanced Amalgamation of Learning Strategies in Graduate Introductory Statistics Classes

ERIC Educational Resources Information Center

Vaughn, Brandon K.

2009-01-01

This study considers the effectiveness of a "balanced amalgamated" approach to teaching graduate level introductory statistics. Although some research stresses replacing traditional lectures with more active learning methods, the approach of this study is to combine effective lecturing with active learning and team projects. The results of this…

An Integrated Approach to Training Graduate Teaching Assistants

ERIC Educational Resources Information Center

Gallardo-Williams, Maria Teresa; Petrovich, Lori Marie

2017-01-01

We describe the implementation of a graduate teaching assistant (GTA) training program in the Department of Chemistry designed to integrate with the professional development initiatives of the Graduate School at a large, public, research-intensive university. The program is a 1-year course of study that offers graduate students a chance to…

Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

ERIC Educational Resources Information Center

Hiebert, James; Berk, Dawn; Miller, Emily

2017-01-01

The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

Results of a Practicum Offering Teaching-Focused Graduate Student Professional Development

ERIC Educational Resources Information Center

Richards-Babb, Michelle; Penn, John H.; Withers, Michelle

2014-01-01

Providing chemistry graduate students with opportunities to learn about evidence-based teaching and to practice teaching skills in a mentored environment is crucial to their professional development. Herein is described the model for a graduate-level teaching practicum course specifically focused on the chemistry discipline. This course addressed…

Teaching Engineering Statistics with Technology, Group Learning, Contextual Projects, Simulation Models and Student Presentations

ERIC Educational Resources Information Center

Romeu, Jorge Luis

2008-01-01

This article discusses our teaching approach in graduate level Engineering Statistics. It is based on the use of modern technology, learning groups, contextual projects, simulation models, and statistical and simulation software to entice student motivation. The use of technology to facilitate group projects and presentations, and to generate,…

The Individual Graduate Teaching Assistant Negotiating Current Preparation Models: A Case Study of Four Composition Graduate Teaching Assistants

ERIC Educational Resources Information Center

Myers, Mandy F.

2010-01-01

Graduate teaching assistants are common fixtures on college campuses, and their roles encompass a wide range of duties, including supervising labs, working alongside mentors, and teaching a variety of beginner courses to students. It is common practice in the field of composition and rhetoric, for example, to employ second year master's students…

"Teaching Experience Preferred?" Preparing Graduate Students for Teaching Opportunities beyond North America

ERIC Educational Resources Information Center

Sheffield, Suzanne Le-May

2013-01-01

Over the last 15 years, graduate students applying for academic positions in post-secondary education have increasingly been asked to include a statement of teaching interests, a teaching philosophy, or a teaching dossier with their applications. Even if a potential employer does not request any of these documents, many interviewees are expected…

Attitude towards statistics and performance among post-graduate students

NASA Astrophysics Data System (ADS)

Rosli, Mira Khalisa; Maat, Siti Mistima

2017-05-01

For student to master Statistics is a necessity, especially for those post-graduates that are involved in the research field. The purpose of this research was to identify the attitude towards Statistics among the post-graduates and to determine the relationship between the attitude towards Statistics and post-graduates' of Faculty of Education, UKM, Bangi performance. 173 post-graduate students were chosen randomly to participate in the study. These students registered in Research Methodology II course that was introduced by faculty. A survey of attitude toward Statistics using 5-points Likert scale was used for data collection purposes. The instrument consists of four components such as affective, cognitive competency, value and difficulty. The data was analyzed using the SPSS version 22 in producing the descriptive and inferential Statistics output. The result of this research showed that there is a medium and positive relation between attitude towards statistics and students' performance. As a conclusion, educators need to access students' attitude towards the course to accomplish the learning outcomes.

Teaching Research in the Traditional Classroom: Why Make Graduate Students Wait?

NASA Astrophysics Data System (ADS)

Carr, Lincoln D.

2016-05-01

Physics graduate programs tend to divide the degree into two parts: (1) theory, taught in classes, almost totally divorced from the lab setting; and (2) research, taught in a research group through hands-on lab experience and mentorship. As we come to understand from undergraduate physics education research that modifying our teaching can rather easily produce quantifiably better results, it is reasonable to ask if we can make similar improvements at the graduate level. In this talk I will present the results of beginning research instruction in the classroom in the very first semester of graduate school, in the most traditional of classes - classical mechanics. In this approach, students build their knowledge from hands-on projects. They get immediately certified and experienced in the machine shop and electronics lab. There are no formal lectures. Students develop and present their own problems, and teach and challenge each other in the classroom. In contrast to polished lectures, both the instructor and the students together learn from their many public mistakes. Students give conference-style presentations instead of exams. As a result, students not only excel in analytical skills, but they also learn to tie theory to measurement, identify statistical and systematic errors, simulate computationally and model theoretically, and design their own experiments. Funded by NSF.

The Graduate Teaching Assistant (GTA): Lessons from North American Experience

ERIC Educational Resources Information Center

Park, Chris

2004-01-01

The employment of graduate students on a part-time basis to help with the teaching of undergraduates is growing in the UK and many higher education institutions are confronted with challenges about how best to do this. UK institutions have much to learn from North American experience of appointing graduate teaching assistants (GTAs), and this…

Assessing Graduate Teaching Assistants' Beliefs and Practices

ERIC Educational Resources Information Center

Douglas, Jennifer; Powell, Darcey N.; Rouamba, Nathalie H.

2016-01-01

Graduate teaching assistants (GTAs) play a crucial role in North American colleges. At a mid-Atlantic, land grant institution, GTAs instruct 34,000 undergraduates per semester. Given this scope, GTAs exert a powerful influence on undergraduate learning, yet little is known about their teaching beliefs in relation to their classroom practices. This…

Mentoring Graduate Students in Teaching: The FCCIC Model

ERIC Educational Resources Information Center

Finch, Jessie K.; Fernández, Celestino

2014-01-01

Research has consistently shown the high value of mentorship for graduate students in various areas--program satisfaction, professional self-image, confidence, productivity, and so on. However, specific templates of how to best mentor graduate students, especially in the vital area of teaching, are lacking. This article outlines the mentoring…

Graduate Statistics: Student Attitudes

ERIC Educational Resources Information Center

Kennedy, Robert L.; Broadston, Pamela M.

2004-01-01

This study investigated the attitudes toward statistics of graduate students who used a computer program as part of the instruction, which allowed for an individualized, self-paced, student-centered, activity-based course. The twelve sections involved in this study were offered in the spring and fall 2001, spring and fall 2002, spring and fall…

Do Graduate Teaching Assistants Benefit from Teaching Inquiry-Based Laboratories?

ERIC Educational Resources Information Center

French, Donald; Russell, Connie

2002-01-01

Introduces a study investigating graduate teaching assistants' (GTA) perceptions on their role in conducting laboratories and explores the benefits of inquiry-based laboratories for GTAs considering their experiences and knowledge. (Contains 22 references.) (YDS)

Toward a Measure of Professional Development for Graduate Student Teaching Assistants

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Lesseig, Kristin; Anderson, Shawn M.; Li, Sissi L.; Staus, Nancy L.; Barthel, Celeste

2012-01-01

This study describes the development and validation of an instrument to measure graduate teaching assistants' (GTAs) learning about teaching during professional development. In the pilot study, exploratory factor analysis of data from 239 graduate students indicates a single factor structure. The second study, involving 177 science, technology,…

Putting Research into Practice: Pedagogy Development Workshops Change the Teaching Philosophy of Graduate Students

ERIC Educational Resources Information Center

White, Peter J. T.; Syncox, David; Heppleston, Audrey; Isaac, Siara; Alters, Brian

2012-01-01

Teaching competence is an important skill for graduate students to acquire and is often considered a precursor to an academic career. In this study, we evaluated the effects of a multi-day teaching workshop on graduate teaching philosophies by surveying 200 graduate students, 79 of whom had taken the workshops and 121 who had not. We found no…

Helping Graduate Teaching Assistants Lead Discussions with Undergraduate Students: A Few Simple Teaching Strategies

ERIC Educational Resources Information Center

Jensen, Murray; Farrand, Kirsten; Redman, Leanne; Varcoe, Tamara; Coleman, Leana

2005-01-01

Graduate Teaching Assistants (GTAs) are frequently asked to lead discussion groups. These groups generally take the form of tutorials, review sessions, or problem-based learning classes. In their preparation, what to teach is often emphasized over how to teach. The primary intent of this article is to provide a few simple teaching strategies for…

Co-Designing and Co-Teaching Graduate Qualitative Methods: An Innovative Ethnographic Workshop Model

ERIC Educational Resources Information Center

Cordner, Alissa; Klein, Peter T.; Baiocchi, Gianpaolo

2012-01-01

This article describes an innovative collaboration between graduate students and a faculty member to co-design and co-teach a graduate-level workshop-style qualitative methods course. The goal of co-designing and co-teaching the course was to involve advanced graduate students in all aspects of designing a syllabus and leading class discussions in…

Relationship between Graduate Students' Statistics Self-Efficacy, Statistics Anxiety, Attitude toward Statistics, and Social Support

ERIC Educational Resources Information Center

Perepiczka, Michelle; Chandler, Nichelle; Becerra, Michael

2011-01-01

Statistics plays an integral role in graduate programs. However, numerous intra- and interpersonal factors may lead to successful completion of needed coursework in this area. The authors examined the extent of the relationship between self-efficacy to learn statistics and statistics anxiety, attitude towards statistics, and social support of 166…

Graduate Student Teaching Development: Evaluating the Effectiveness of Training in Relation to Graduate Student Characteristics

ERIC Educational Resources Information Center

Boman, Jennifer S.

2013-01-01

In recent years, much attention has been given to the need for more empirical research to evaluate training programs that help prepare graduate students for their current and future teaching responsibilities. The present study investigated the effectiveness of a training workshop for graduate students who had varying levels of experience and…

Teacher Training for Secondary Education and Graduates' Entrance into the Teaching Profession

ERIC Educational Resources Information Center

Rots, Isabel; Aelterman, Antonia

2008-01-01

This study focuses on the relationship between teacher education and graduates' intended and actual entrance into teaching. Moreover, it explores how this relationship differs for two types of initial teacher training for secondary education. A hypothetical model of graduates' entrance into the teaching profession comprising empirically grounded…

The Development of Pedagogical Content Knowledge in First-Year Graduate Teaching Assistants

ERIC Educational Resources Information Center

Judson, Thomas W.; Leingang, Matthew

2016-01-01

Our investigation is concerned with new teachers developing their ability to understand student thinking. We conducted individual interviews with graduate students teaching calculus for the first time, interviewing a representative sample of graduate students before and after their first teaching assignment. The interviews were transcribed and…

The Relationship between Statistics Self-Efficacy, Statistics Anxiety, and Performance in an Introductory Graduate Statistics Course

ERIC Educational Resources Information Center

Schneider, William R.

2011-01-01

The purpose of this study was to determine the relationship between statistics self-efficacy, statistics anxiety, and performance in introductory graduate statistics courses. The study design compared two statistics self-efficacy measures developed by Finney and Schraw (2003), a statistics anxiety measure developed by Cruise and Wilkins (1980),…

Information Literacy in the Lab: Graduate Teaching Experiences in First-Year Biology

ERIC Educational Resources Information Center

Lantz, Catherine

2016-01-01

The author interviewed 10 graduate teaching assistants leading lab sessions for first-year biology about how they introduce students to scientific literature. Qualitative data analysis of the interview transcripts revealed that both first-year students and graduate teaching assistants (many of whom are first-year teachers) struggle with…

Attitudes towards statistics of graduate entry medical students: the role of prior learning experiences

PubMed Central

2014-01-01

Background While statistics is increasingly taught as part of the medical curriculum, it can be an unpopular subject and feedback from students indicates that some find it more difficult than other subjects. Understanding attitudes towards statistics on entry to graduate entry medical programmes is particularly important, given that many students may have been exposed to quantitative courses in their previous degree and hence bring preconceptions of their ability and interest to their medical education programme. The aim of this study therefore is to explore, for the first time, attitudes towards statistics of graduate entry medical students from a variety of backgrounds and focus on understanding the role of prior learning experiences. Methods 121 first year graduate entry medical students completed the Survey of Attitudes toward Statistics instrument together with information on demographics and prior learning experiences. Results Students tended to appreciate the relevance of statistics in their professional life and be prepared to put effort into learning statistics. They had neutral to positive attitudes about their interest in statistics and their intellectual knowledge and skills when applied to it. Their feelings towards statistics were slightly less positive e.g. feelings of insecurity, stress, fear and frustration and they tended to view statistics as difficult. Even though 85% of students had taken a quantitative course in the past, only 24% of students described it as likely that they would take any course in statistics if the choice was theirs. How well students felt they had performed in mathematics in the past was a strong predictor of many of the components of attitudes. Conclusion The teaching of statistics to medical students should start with addressing the association between students’ past experiences in mathematics and their attitudes towards statistics and encouraging students to recognise the difference between the two disciplines

Attitudes towards statistics of graduate entry medical students: the role of prior learning experiences.

PubMed

Hannigan, Ailish; Hegarty, Avril C; McGrath, Deirdre

2014-04-04

While statistics is increasingly taught as part of the medical curriculum, it can be an unpopular subject and feedback from students indicates that some find it more difficult than other subjects. Understanding attitudes towards statistics on entry to graduate entry medical programmes is particularly important, given that many students may have been exposed to quantitative courses in their previous degree and hence bring preconceptions of their ability and interest to their medical education programme. The aim of this study therefore is to explore, for the first time, attitudes towards statistics of graduate entry medical students from a variety of backgrounds and focus on understanding the role of prior learning experiences. 121 first year graduate entry medical students completed the Survey of Attitudes toward Statistics instrument together with information on demographics and prior learning experiences. Students tended to appreciate the relevance of statistics in their professional life and be prepared to put effort into learning statistics. They had neutral to positive attitudes about their interest in statistics and their intellectual knowledge and skills when applied to it. Their feelings towards statistics were slightly less positive e.g. feelings of insecurity, stress, fear and frustration and they tended to view statistics as difficult. Even though 85% of students had taken a quantitative course in the past, only 24% of students described it as likely that they would take any course in statistics if the choice was theirs. How well students felt they had performed in mathematics in the past was a strong predictor of many of the components of attitudes. The teaching of statistics to medical students should start with addressing the association between students' past experiences in mathematics and their attitudes towards statistics and encouraging students to recognise the difference between the two disciplines. Addressing these issues may reduce students

Teaching Graduate Students The Art of Science

NASA Astrophysics Data System (ADS)

Snieder, Roel; Larner, Ken; Boyd, Tom

2012-08-01

Graduate students traditionally learn the trade of research by working under the supervision of an advisor, much as in the medieval practice of apprenticeship. In practice, however, this model generally falls short in teaching students the broad professional skills needed to be a well-rounded researcher. While a large majority of graduate students considers professional training to be of great relevance, most graduate programs focus exclusively on disciplinary training as opposed to skills such as written and oral communication, conflict resolution, leadership, performing literature searches, teamwork, ethics, and client-interaction. Over the past decade, we have developed and taught the graduate course "The Art of Science", which addresses such topics; we summarize the topics covered in the course here. In order to coordinate development of professional training, the Center for Professional Education has been founded at the Colorado School of Mines. After giving an overview of the Center's program, we sketch the challenges and opportunities in offering professional education to graduate students. Offering professional education helps create better-prepared graduates. We owe it to our students to provide them with such preparation.

An Interview with David Rindskopf: A Leading Voice on Teaching Statistics and Methodology

ERIC Educational Resources Information Center

Bembenutty, Hefer

2011-01-01

This article presents an interview with David Rindskopf, a Distinguished Professor of Educational Psychology and Psychology at the City University of New York Graduate Center, where he has taught since 1979. His research and teaching are in the area of applied statistics, measurement, and research design. He is a fellow of the American Statistical…

Teaching Informatics to Prelicensure, RN-to-BSN, and Graduate Level Students.

PubMed

Vottero, Beth

Teaching nursing informatics to students in associate, baccalaureate, RN-BSN, and graduate nursing programs poses challenges for curriculum design, as well as developing appropriate instruction and assessment methods. The current state of nursing informatics education provides opportunities for unique instructional design and assessment techniques. Key course content is provided with suggestions for teaching informatics that focus on leveling for prelicensure, RN-BSN, and graduate nursing programs.

Peer assisted learning: teaching dental skills and enhancing graduate attributes.

PubMed

Cameron, D A; Binnie, V I; Sherriff, A; Bissell, V

2015-09-25

This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.

Graduate Teaching Assistants: Responding to the Challenges of Internationalisation

ERIC Educational Resources Information Center

Winter, Jennie; Turner, Rebecca; Gedye, Sharon; Nash, Patricia; Grant, Vivien

2015-01-01

The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have…

Exploring and Developing Graduate Teaching Assistants' Pedagogies via Lesson Study

ERIC Educational Resources Information Center

Dotger, Sharon

2011-01-01

Graduate teaching assistants (GTAs) teach many undergraduates in introductory science courses in the USA. Previous literature suggests that GTAs would prefer more context-dependent opportunities to learn to teach more effectively. This study explores the impact of participation in a lesson study cycle with GTAs responsible for an undergraduate…

Handbook for Graduate Teaching Assistants. The University of Georgia.

ERIC Educational Resources Information Center

Simpson, Ronald; And Others

A handbook for University of Georgia graduate teaching assistants (GTAs) is presented that provides practical information about teaching for inexperienced GTAs as well as experienced teachers who seek new ideas. Attention is directed to: responsibilities of assistantships; relationships with faculty and with students; policies, procedures, and…

Statistics in Japanese universities.

PubMed Central

Ito, P K

1979-01-01

The teaching of statistics in the U.S. and Japanese universities is briefly reviewed. It is found that H. Hotelling's articles and subsequent relevant publications on the teaching of statistics have contributed to a considerable extent to the establishment of excellent departments of statistics in U.S. universities and colleges. Today the U.S. may be proud of many well-staffed and well-organized departments of theoretical and applied statistics with excellent undergraduate and graduate programs. On the contrary, no Japanese universities have an independent department of statistics at present, and the teaching of statistics has been spread among a heterogeneous group of departments of application. This was mainly due to the Japanese government regulation concerning the establishment of a university. However, it has recently been revised so that an independent department of statistics may be started in a Japanese university with undergraduate and graduate programs. It is hoped that discussions will be started among those concerned on the question of organization of the teaching of statistics in Japanese universities as soon as possible. PMID:396154

Biostatistical and medical statistics graduate education

PubMed Central

2014-01-01

The development of graduate education in biostatistics and medical statistics is discussed in the context of training within a medical center setting. The need for medical researchers to employ a wide variety of statistical designs in clinical, genetic, basic science and translational settings justifies the ongoing integration of biostatistical training into medical center educational settings and informs its content. The integration of large data issues are a challenge. PMID:24472088

Interesting Science and Mathematics Graduate Students in Secondary Teaching

ERIC Educational Resources Information Center

Latterell, Carmen M.

2009-01-01

State and national initiatives attempt to increase the quantity and quality of secondary mathematics and science teachers. Research suggests that if one could appeal to something inside of people or about the process of teaching and learning itself, then one might draw current mathematics and science graduate students into secondary teaching. This…

Preparing Teachers of Statistics: A Graduate Course for Future Teachers

ERIC Educational Resources Information Center

Garfield, Joan; Everson, Michelle

2009-01-01

This paper describes a unique graduate-level course that prepares teachers of introductory statistics at the college and high school levels. The course was developed as part of a graduate degree program in statistics education. Although originally taught in a face-to-face setting, the class has been converted to an online course to be accessible…

Graduate Teaching Assistants' Epistemological and Metacognitive Development

ERIC Educational Resources Information Center

Sandi-Urena, Santiago; Cooper, Melanie M.; Gatlin, Todd A.

2011-01-01

Research in general chemistry laboratory instruction has rarely focused on the impact of the learning environment on the graduate teaching assistants (GTAs). We decided to investigate the effect that facilitating a well established cooperative problem-based chemistry laboratory has on GTAs' epistemological and metacognitive development, and how…

Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum

ERIC Educational Resources Information Center

Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

2012-01-01

In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

[Educating Speech Graduates and Undergraduates for Careers Other Than Teaching.

ERIC Educational Resources Information Center

Hall, Robert N., Ed.

1976-01-01

The theme of this issue of "The ACA Bulletin" is the education of speech undergraduates and graduates for careers other than teaching. Included in this issue are such articles as "Employment of Speach Communication Graduates: A Rewiew of Problems and Prospects" by Robert Hall; "Employer Images of Speech Communication Majors: A Question of…

Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses

ERIC Educational Resources Information Center

DeVaney, Thomas A.

2010-01-01

This study compared levels of statistics anxiety and attitude toward statistics for graduate students in on-campus and online statistics courses. The Survey of Attitudes Toward Statistics and three subscales of the Statistics Anxiety Rating Scale were administered at the beginning and end of graduate level educational statistic courses.…

Research and Teaching: Assessment of Graduate Teaching Assistants Enrolled in a Teaching Techniques Course

ERIC Educational Resources Information Center

Zehnder, Caralyn

2016-01-01

At the authors' public liberal arts institution, biology masters students are required to enroll in BIOL 5050: Teaching Techniques. Course topics include designing effective lectures, assessment, classroom management, diversity in the classroom, and active learning strategies. The impact of this type of training on graduate students' attitudes and…

Exploration of Factors Related to the Development of Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants' Teaching Orientations

ERIC Educational Resources Information Center

Gilmore, Joanna; Maher, Michelle A.; Feldon, David F.; Timmerman, Briana

2014-01-01

Research indicates that modifying teachers' beliefs about learning and teaching (i.e. teaching orientation) may be a prerequisite to changing their teaching practices. This mixed methods study quantitized data from interviews with 65 graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) fields to assess…

Collaborative Teaching: How Does It Work in a Graduate TEFL Class?

ERIC Educational Resources Information Center

Khabiri, Mona; Marashi, Hamid

2016-01-01

Collaborative teaching is a dynamic process in which educators are continuously engaged in restrategizing to fit their curricular goal. This article aims to describe how the use of collaborative teaching in a course on proposal writing benefited a group of graduate students studying teaching English as a foreign language. Throughout the study, two…

Why Wait? The Influence of Academic Self-Regulation, Intrinsic Motivation, and Statistics Anxiety on Procrastination in Online Statistics

ERIC Educational Resources Information Center

Dunn, Karee

2014-01-01

Online graduate education programs are expanding rapidly. Many of these programs require a statistics course, resulting in an increasing need for online statistics courses. The study reported here grew from experiences teaching online, graduate statistics courses. In seeking answers on how to improve this class, I discovered that research has yet…

Proposal of e-learning strategy to teach Atraumatic Restorative Treatment (ART) to undergraduate and graduate students.

PubMed

Camargo, Lucila Basto; Raggio, Daniela Prócida; Bonacina, Carlos Felipe; Wen, Chao Lung; Mendes, Fausto Medeiros; Bönecker, Marcelo José Strazzeri; Haddad, Ana Estela

2014-07-17

The aim of this study was to evaluate e-learning strategy in teaching Atraumatic Restorative Treatment (ART) to undergraduate and graduate students. The sample comprised 76 participants-38 dental students and 38 pediatric dentistry students-in a specialization course. To evaluate knowledge improvement, participants were subjected to a test performed before and after the course. A single researcher corrected the tests and intraexaminer reproducibility was calculated (CCI = 0.991; 95% IC = 0.975-0.996). All students improved their performances after the e-learning course (Paired t-tests p < 0.001). The means of undergraduate students were 4.7 (initial) and 6.4 (final) and those of graduate students were 6.8 (initial) and 8.2 (final). The comparison of the final evaluation means showed a statistically significant difference (t-tests p < 0.0001). The e-learning strategy has the potential of improving students' knowledge in ART. Mature students perform better in this teaching modality when it is applied exclusively via distance learning.

Pedagogical Preparation of the Science Graduate Teaching Assistant: Challenges and Implications

ERIC Educational Resources Information Center

Gardner, Grant E.; Jones, M. Gail

2011-01-01

Graduate teaching assistants are often left out of the science teacher education reform agenda, but these science educators are responsible for significant amounts of undergraduate instruction especially at large research universities. Within science departments specifically, a number of courses and laboratories are taught by graduate teaching…

Teacher Education Graduates' Choice (Not) to Enter the Teaching Profession: Does Teacher Education Matter?

ERIC Educational Resources Information Center

Rots, Isabel; Aelterman, Antonia; Devos, Geert

2014-01-01

In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is…

Graduate performance of science education department in implementing conservation-based science teaching

NASA Astrophysics Data System (ADS)

Parmin; Savitri, E. N.; Amalia, A. V.; Pratama, M. R.

2018-04-01

This study aims to measure the performance of graduates in implementing conservation-based science teaching. The study employed a qualitative method by collecting the self-assessment data from alumni and the performance assessment from the headmasters of schools where the graduates are currently teaching. There are nine indicators of conservation insight examined in this study. The study concluded that the 78 alumni, who have become teachers when the study was conducted, perform well in implementing conservative science lessons.

The bench vs. the blackboard: learning to teach during graduate school.

PubMed

Ciaccia, Laura

2011-09-01

Many science, technology, engineering, and mathematics (STEM) graduate students travel through the academic career pipeline without ever learning how to teach effectively, an oversight that negatively affects the quality of undergraduate science education and cheats trainees of valuable professional development. This article argues that all STEM graduate students and postdoctoral fellows should undergo training in teaching to strengthen their resumes, polish their oral presentation skills, and improve STEM teaching at the undergraduate level. Though this may seem like a large undertaking, the author outlines a three-step process that allows busy scientists to fit pedagogical training into their research schedules in order to make a significant investment both in their academic career and in the continuing improvement of science education. Copyright © 2011.

Complicity or Multiplicity? Defining Boundaries for Graduate Teaching Assistant Success

ERIC Educational Resources Information Center

Dunn-Haley, Karen; Zanzucchi, Anne

2012-01-01

Professional development of graduate teaching assistants (GTAs) regarding interpersonal boundaries is key not only to the well-being of the GTAs but also to the undergraduates they are teaching. GTAs who are developing their professional identities are a primary contact for undergraduates, especially in lower-division classes, and thus play a key…

Implementation of a Constructivist-Oriented Training for Kinesiology Graduate Teaching Assistants

ERIC Educational Resources Information Center

Schweighardt, Ray

2017-01-01

Increasingly, graduate teaching "assistants" (GTAs) are not "assisting" faculty instructors, but finding themselves in the role of lead instructor, particularly in physical activity courses. Despite this responsibility, GTAs receive little or no pedagogical training and often feel unprepared to teach. Conversely, college and…

Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy.

PubMed

Kearns, Katherine D; Sullivan, Carol Subiño

2011-06-01

Graduate students and postdoctoral fellows currently encounter requests for a statement of teaching philosophy in at least half of academic job announcements in the United States. A systematic process for the development of a teaching statement is required that integrates multiple sources of support, informs writers of the document's purpose and audience, helps writers produce thoughtful statements, and encourages meaningful reflection on teaching and learning. This article for faculty mentors and instructional consultants synthesizes practices for mentoring graduate students, postdoctoral fellows, and junior faculty members as they prepare statements of teaching philosophy. We review background information on purposes and audiences, provide writing resources, and synthesize empirical research on the use of teaching statements in academic job searches. In addition, we integrate these resources into mentoring processes that have helped graduate students in a Health Sciences Pedagogy course to collaboratively and critically examine and write about their teaching. This summary is intended for faculty mentors and instructional consultants who want to refine current resources or establish new mentoring programs. This guide also may be useful to graduate students, postdoctoral fellows, and junior faculty members, especially those who lack mentoring or who seek additional resources, as they consider the many facets of effective teaching.

A Graduate Teaching Assistant Workshop in a Faculty of Science

ERIC Educational Resources Information Center

Harris, Dik; McEwen, Laura April

2009-01-01

This article describes the design and implementation of a workshop on teaching and learning for graduate teaching assistants (GTAs) in a Faculty of Science at a major Canadian research-intensive university. The approach borrows heavily from an existing successful workshop for faculty but is tailored specifically to the needs of GTAs in science in…

Self-Perceptions of Preparedness for Teaching of Teacher Education Graduates.

ERIC Educational Resources Information Center

Lang, Catherine

This study, currently in progress, explores the perceptions of 75 near graduate primary teacher education students at the University of Waikato in Hamilton, New Zealand, about their preparedness to teach. It investigates the students' views about the areas of teaching for which they feel the 3-year program of teacher education at the School of…

Teaching Learning Concepts to Graduate Students through Writing

ERIC Educational Resources Information Center

Coberly-Holt, Patricia G.; Walton, S. Taylor

2017-01-01

Over a period of four years, the instructor of History and Theory of Adult Education monitored and recorded graduate students' reactions to the experiences of learning through writing assignments that incorporate diverse methods associated with stringent pedagogical and andragogical methods. After experiencing the two divergent teaching styles and…

"'Knowledge Growth": A Multiple Case Study of English Literature Graduates' Learning Experiences for Teaching Composition

ERIC Educational Resources Information Center

Richards, Kathleen A.

2013-01-01

This multiple case study investigates the learning processes of postsecondary English literature graduates who teach composition to diverse student groups. Since the context of study in English literature graduate programs concentrates on literature and literary theory, the interest of this study examines how teachers learn to teach composition…

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

ERIC Educational Resources Information Center

Reeves, Todd D.; Marbach-Ad, Gili; Miller, Kristen R.; Ridgway, Judith; Gardner, Grant E.; Schussler, Elisabeth E.; Wischusen, E. William

2016-01-01

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD)…

Understanding Graduate Teaching Assistants as Tutorial Instructors

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Elby, A.

2006-12-01

Physics graduate teaching assistants are essential to the implementation of many collaborative active-learning environments, including tutorials. However, many TAs have trouble teaching effectively in these formats. Anecdotal evidence suggests that the problems may include inappropriate models of physics students, unproductive theories of learning, lack of experience with modern pedagogical methods, and weaknesses in understanding basic physics topics. A new research project at the University of Maryland is investigating the specific nature of TAs' experience with reform instruction using in-depth studies of TAs in course preparation sessions, in the tutorial classroom, in a weekly teaching seminar, and in reflective interviews. We find that all TAs studied recognize the insufficiency of traditional instruction to at least some extent, citing as evidence their own learning experiences, prior teaching experiences, and exposure to FCI-type data. We also observe great variability in views of the nature of physics knowledge and learning (both professed and enacted). These results are informing the development of the professional development program for physics teaching assistants at the University of Maryland.

Cognition of and Demand for Education and Teaching in Medical Statistics in China: A Systematic Review and Meta-Analysis

PubMed Central

Li, Gaoming; Yi, Dali; Wu, Xiaojiao; Liu, Xiaoyu; Zhang, Yanqi; Liu, Ling; Yi, Dong

2015-01-01

Background Although a substantial number of studies focus on the teaching and application of medical statistics in China, few studies comprehensively evaluate the recognition of and demand for medical statistics. In addition, the results of these various studies differ and are insufficiently comprehensive and systematic. Objectives This investigation aimed to evaluate the general cognition of and demand for medical statistics by undergraduates, graduates, and medical staff in China. Methods We performed a comprehensive database search related to the cognition of and demand for medical statistics from January 2007 to July 2014 and conducted a meta-analysis of non-controlled studies with sub-group analysis for undergraduates, graduates, and medical staff. Results There are substantial differences with respect to the cognition of theory in medical statistics among undergraduates (73.5%), graduates (60.7%), and medical staff (39.6%). The demand for theory in medical statistics is high among graduates (94.6%), undergraduates (86.1%), and medical staff (88.3%). Regarding specific statistical methods, the cognition of basic statistical methods is higher than of advanced statistical methods. The demand for certain advanced statistical methods, including (but not limited to) multiple analysis of variance (ANOVA), multiple linear regression, and logistic regression, is higher than that for basic statistical methods. The use rates of the Statistical Package for the Social Sciences (SPSS) software and statistical analysis software (SAS) are only 55% and 15%, respectively. Conclusion The overall statistical competence of undergraduates, graduates, and medical staff is insufficient, and their ability to practically apply their statistical knowledge is limited, which constitutes an unsatisfactory state of affairs for medical statistics education. Because the demand for skills in this area is increasing, the need to reform medical statistics education in China has become urgent

Cognition of and Demand for Education and Teaching in Medical Statistics in China: A Systematic Review and Meta-Analysis.

PubMed

Wu, Yazhou; Zhou, Liang; Li, Gaoming; Yi, Dali; Wu, Xiaojiao; Liu, Xiaoyu; Zhang, Yanqi; Liu, Ling; Yi, Dong

2015-01-01

Although a substantial number of studies focus on the teaching and application of medical statistics in China, few studies comprehensively evaluate the recognition of and demand for medical statistics. In addition, the results of these various studies differ and are insufficiently comprehensive and systematic. This investigation aimed to evaluate the general cognition of and demand for medical statistics by undergraduates, graduates, and medical staff in China. We performed a comprehensive database search related to the cognition of and demand for medical statistics from January 2007 to July 2014 and conducted a meta-analysis of non-controlled studies with sub-group analysis for undergraduates, graduates, and medical staff. There are substantial differences with respect to the cognition of theory in medical statistics among undergraduates (73.5%), graduates (60.7%), and medical staff (39.6%). The demand for theory in medical statistics is high among graduates (94.6%), undergraduates (86.1%), and medical staff (88.3%). Regarding specific statistical methods, the cognition of basic statistical methods is higher than of advanced statistical methods. The demand for certain advanced statistical methods, including (but not limited to) multiple analysis of variance (ANOVA), multiple linear regression, and logistic regression, is higher than that for basic statistical methods. The use rates of the Statistical Package for the Social Sciences (SPSS) software and statistical analysis software (SAS) are only 55% and 15%, respectively. The overall statistical competence of undergraduates, graduates, and medical staff is insufficient, and their ability to practically apply their statistical knowledge is limited, which constitutes an unsatisfactory state of affairs for medical statistics education. Because the demand for skills in this area is increasing, the need to reform medical statistics education in China has become urgent.

Assessment of Teaching Quality: Survey of University Graduates

ERIC Educational Resources Information Center

Stankeviciene, Jurate

2007-01-01

Purpose: The purpose was to investigate higher education quality because there are links between the main society and university graduates and the university. Methodology: This research sought aspects of the teaching quality of the Faculty that could be improved. The spheres were: improvement in qualifications of the teachers; finding ways to…

Gis-Based Spatial Statistical Analysis of College Graduates Employment

NASA Astrophysics Data System (ADS)

Tang, R.

2012-07-01

It is urgently necessary to be aware of the distribution and employment status of college graduates for proper allocation of human resources and overall arrangement of strategic industry. This study provides empirical evidence regarding the use of geocoding and spatial analysis in distribution and employment status of college graduates based on the data from 2004-2008 Wuhan Municipal Human Resources and Social Security Bureau, China. Spatio-temporal distribution of employment unit were analyzed with geocoding using ArcGIS software, and the stepwise multiple linear regression method via SPSS software was used to predict the employment and to identify spatially associated enterprise and professionals demand in the future. The results show that the enterprises in Wuhan east lake high and new technology development zone increased dramatically from 2004 to 2008, and tended to distributed southeastward. Furthermore, the models built by statistical analysis suggest that the specialty of graduates major in has an important impact on the number of the employment and the number of graduates engaging in pillar industries. In conclusion, the combination of GIS and statistical analysis which helps to simulate the spatial distribution of the employment status is a potential tool for human resource development research.

A Survey to Capture Needs Assessment for Graduate Teaching Assistant Training

ERIC Educational Resources Information Center

Sohoni, Sohum; Cho, Yoonjung; French, Donald P.

2013-01-01

Graduate teaching assistants (GTAs) often teach the majority of contact hours within engineering with little pedagogical knowledge. To plan efficient professional development for GTAs to address this, we created and administered a survey to measure the perceived importance of GTAs' roles and responsibilities. GTAs, faculty, and students rated the…

Preparing Graduate Students for Teaching: Expected and Unexpected Outcomes from Participation in a GK-12 Classroom Fellowship

ERIC Educational Resources Information Center

Page, Melissa; Wilhelm, Mari S.; Regens, Nancy

2011-01-01

Graduate students in science technology, engineering, and mathematics (STEM) fields often enter degree programs focused on research or field-based experiences. Being a teaching assistant can serve two purposes: one for financial compensation and two as preparation for teaching in a future career. The GK-12 program (Graduate Teaching Fellows in…

The Influence of Psychological Empowerment on the Enhancement of Chemistry Laboratory Demonstrators' Perceived Teaching Self-Image and Behaviours as Graduate Teaching Assistants

ERIC Educational Resources Information Center

Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.

2017-01-01

Graduate students who fulfill teaching roles in the undergraduate laboratory play an important role in establishing a positive learning environment. A host of various graduate teacher training programmes have been developed, implemented and evaluated accordingly in order to enhance their teaching capability. In addition research has also…

Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

ERIC Educational Resources Information Center

Bishop-Williams, Katherine E.; Roke, Kaitlin; Aspenlieder, Erin; Troop, Meagan

2017-01-01

Interdisciplinary (i.e., university-wide programming) and disciplinary (i.e., programming open to participants from one college or department) teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms of a contextualized…

More than Words: Expressed and Revealed Preferences of Top College Graduates Entering Teaching in Argentina

ERIC Educational Resources Information Center

Ganimian, Alejandro J.; Alfonso, Mariana; Santiago, Ana

2017-01-01

School systems are trying to attract top college graduates into teaching, but we know little about what dissuades this group from entering the profession. We provided college graduates who applied to a selective alternative pathway into teaching in Argentina with information on what their working conditions and pay would be if they were admitted…

The "Other" Syllabus: Rendering Teaching Politics Visible in the Graduate Pedagogy Seminar

ERIC Educational Resources Information Center

Bailey, Lucy E.

2010-01-01

The author has explored the pedagogical possibilities of exploring doubt and ambiguity in graduate seminars in feminist pedagogy and teaching methods that she has been responsible for leading in several large public university settings. In these settings, faculty instituted the seminars in the graduate curriculum because they recognized the…

A study of statistics anxiety levels of graduate dental hygiene students.

PubMed

Welch, Paul S; Jacks, Mary E; Smiley, Lynn A; Walden, Carolyn E; Clark, William D; Nguyen, Carol A

2015-02-01

In light of increased emphasis on evidence-based practice in the profession of dental hygiene, it is important that today's dental hygienist comprehend statistical measures to fully understand research articles, and thereby apply scientific evidence to practice. Therefore, the purpose of this study was to investigate statistics anxiety among graduate dental hygiene students in the U.S. A web-based self-report, anonymous survey was emailed to directors of 17 MSDH programs in the U.S. with a request to distribute to graduate students. The survey collected data on statistics anxiety, sociodemographic characteristics and evidence-based practice. Statistic anxiety was assessed using the Statistical Anxiety Rating Scale. Study significance level was α=0.05. Only 8 of the 17 invited programs participated in the study. Statistical Anxiety Rating Scale data revealed graduate dental hygiene students experience low to moderate levels of statistics anxiety. Specifically, the level of anxiety on the Interpretation Anxiety factor indicated this population could struggle with making sense of scientific research. A decisive majority (92%) of students indicated statistics is essential for evidence-based practice and should be a required course for all dental hygienists. This study served to identify statistics anxiety in a previously unexplored population. The findings should be useful in both theory building and in practical applications. Furthermore, the results can be used to direct future research. Copyright © 2015 The American Dental Hygienists’ Association.

Perceptions of medical school graduates and students regarding their academic preparation to teach.

PubMed

Henry, B W; Haworth, J G; Hering, P

2006-09-01

How medical students learn and develop the characteristics associated with good teaching in medicine is not well known. Information about this process can improve the academic preparation of medical students for teaching responsibilities. The purpose of this study was to determine how different experiences contributed to the knowledge, skills, and attitudes of medical school graduates and students regarding medical teaching. A questionnaire was developed, addressing reliability and validity considerations, and given to first year residents and third year medical students (taught by those residents). Completed questionnaires were collected from 76 residents and 110 students (81% of the sample group). Item responses were analysed using descriptive and inferential statistics. Most residents (n = 54; 71%) positively viewed opportunities they had to practice teaching when they were seniors. Residents rated three activities for learning to teach highest: (1) observing teachers as they teach; (2) reviewing the material to be taught; and (3) directly teaching students; representing both individual and participatory ways of learning. Residents' self ratings of teaching behaviours improved over time and this self assessment by the residents was validated by the students' responses. Comparison between residents' self ratings and students' views of typical resident teaching behaviours showed agreement on levels of competence, confidence, and motivation. The students rated characteristics of enthusiasm, organisation, and fulfilment lower (p<0.002) than residents rated themselves. The residents and students in this study viewed academic preparation for teaching responsibilities positively and showed agreement on characteristics of good teaching that may be helpful indicators in the process of developing medical teachers.

Creating Space: Maximising the Potential of the Graduate Teaching Assistant Role

ERIC Educational Resources Information Center

Fairbrother, Hannah

2012-01-01

Creating space for Graduate Teaching Assistants (GTAs) to work as active members of the department and take ownership of certain learning and teaching activities has many potential benefits. Allowing GTAs the autonomy to pursue personal projects and share their enthusiasm for their subjects could help GTAs to develop a sense of professional…

Research and Teaching: Undergraduate Science Learners Show Comparable Outcomes Whether Taught by Undergraduate or Graduate Teaching Assistants

ERIC Educational Resources Information Center

Chapin, Hannah C.; Wiggins, Benjamin L.; Martin-Morris, Linda E.

2014-01-01

Peer educators can be a powerful addition to classroom learning environments. Traditionally, the university science teaching model relies on graduate teaching assistants (GTAs) to provide instruction in laboratory class sessions, but there is increasing evidence that undergraduate TAs (UTAs) can fill an equivalent role. A comparison of student…

A Survey of Graduate and Undergraduate Teaching Assistants

ERIC Educational Resources Information Center

Weidert, Janet M.; Wendorf, Angela R.; Gurung, Regan A. R.; Filz, Tonya

2012-01-01

This study explores the responsibilities and benefits of serving as a teaching assistant (TA). Seventy participants from different parts of the United States, who had either been an undergraduate TA (UTA), graduate TA (GTA), or both (UTA/GTA), completed an online survey. Self-report results suggest that the perceived benefits of the UTA experience…

Helping Graduate Teaching Assistants in Biology Use Student Evaluations as Professional Development

ERIC Educational Resources Information Center

Kendall, K. Denise; Niemiller, Matthew L.; Dittrich-Reed, Dylan; Schussler, Elisabeth E.

2014-01-01

Graduate teaching assistants (GTAs) are often used as instructors in undergraduate introductory science courses, particularly in laboratory and discussion sections associated with large lectures. These GTAs are often novice teachers with little opportunity to develop their teaching skills through formal professional development. Focused…

Supporting Future Faculty in Developing Their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants

ERIC Educational Resources Information Center

Wise, Alyssa

2011-01-01

Past research has shown that informal communications among Graduate Teaching Assistants (GTAs) are more influential in shaping their teaching practices than formal induction programs. Yet little is known about how these informal helping relationships evolve and how universities can help support their formation as part of the preparation of future…

Students' Attitudes in a Graduate Statistics Class.

ERIC Educational Resources Information Center

Kennedy, Robert L.; Broadston, Pamela M.

This study investigated the attitudes toward statistics of graduate students who used a computer program as part of the instructional effort, which allowed for an individualized, self-paced, student-centered activity-based course. The 9 sections involved in the study were offered in 2001 through 2003, and there were 75 participants for whom there…

On Graduate Student/Faculty Ratios and Faculty Teaching Loads

ERIC Educational Resources Information Center

Madey, Richard; Schoepfle, G. K.

1975-01-01

Describes a survey of 70 institutions with doctoral programs in physics. The faculty teaching loads involve only one formal course in 30 institutions, 1.5 in 11 institutions, and 2 in 22 institutions. Graduate student/faculty ratios range from 1.3 to 5.4. (Author/MLH)

Teaching Pragmatic Psychodynamic Psychotherapy to Graduate Social Work Students

ERIC Educational Resources Information Center

Duncan-Daston, Rana; Schneller, Debora

2016-01-01

Evolving developments in psychodynamic theory have strengthened it as an evidence-based approach and have made it concordant with social work's strengths-based, multicultural perspective. An elective focused on teaching fundamental concepts of psychodynamic psychotherapy was developed for graduate social work students based on Kolb's theory of…

Teaching the Truth: Social Justice and Social Class in Graduate School

ERIC Educational Resources Information Center

English, Leona M.; Roy, Carole

2015-01-01

Nowadays, anyone who wishes to combat lies and ignorance and to write the truth must overcome at least five difficulties. In the same way that writing the truth entails five difficulties, teaching the truth or teaching social justice in graduate education entails more than five difficulties. Some of these difficulties are inimical to the act of…

Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

ERIC Educational Resources Information Center

Bartholomew, Rex; Anderson, Dayle; Moeed, Azra

2012-01-01

There has been recent concern over the variable quality of science teaching in New Zealand primary schools. One reason suggested has been the relatively low levels of science education components in initial teacher education (ITE) programmes. This paper follows a cohort of recent teacher graduates from a science education course in their ITE…

Enhancing Graduate Education: Promoting a Scholarship of Teaching and Learning through Mentoring

ERIC Educational Resources Information Center

Trask, Bahira Sherif; Marotz-Baden, Ramona; Settles, Barbara; Gentry, Deborah; Berke, Debra

2008-01-01

This article highlights the importance of mentoring processes in the education of future scholars. The purpose is to recommend that scholars link the process of mentoring graduate students with promoting a scholarship of teaching and learning (SoTL). It suggests that through this process graduate students will acquire some of the skills they need…

Research Skills and Ethics--A Graduate Course Empowering Graduate Students for Productive Research Careers in Graduate School and Beyond

NASA Astrophysics Data System (ADS)

Mabrouk, Patricia Ann

2001-12-01

This paper describes a course for first-year graduate students that teaches the fundamental so-called "soft skills" required for success in graduate school and beyond. Topics covered are ethics, laboratory safety and waste management, chemical information retrieval and literacy, experimental design, scientific record keeping, statistics, career development, and communications, including technical writing and oral presentation. Whenever possible students are put in direct contact with local technical experts and available resources. The course, well regarded by both students and faculty, has now been taught at Northeastern University for five years in the summer academic quarter to graduate students in chemistry and related departments (pharmacy and chemical engineering) who have successfully completed their first-year course work.

Chemistry Graduate Teaching Assistants' Experiences in Academic Laboratories and Development of a Teaching Self-image

NASA Astrophysics Data System (ADS)

Gatlin, Todd Adam

Graduate teaching assistants (GTAs) play a prominent role in chemistry laboratory instruction at research based universities. They teach almost all undergraduate chemistry laboratory courses. However, their role in laboratory instruction has often been overlooked in educational research. Interest in chemistry GTAs has been placed on training and their perceived expectations, but less attention has been paid to their experiences or their potential benefits from teaching. This work was designed to investigate GTAs' experiences in and benefits from laboratory instructional environments. This dissertation includes three related studies on GTAs' experiences teaching in general chemistry laboratories. Qualitative methods were used for each study. First, phenomenological analysis was used to explore GTAs' experiences in an expository laboratory program. Post-teaching interviews were the primary data source. GTAs experiences were described in three dimensions: doing, knowing, and transferring. Gains available to GTAs revolved around general teaching skills. However, no gains specifically related to scientific development were found in this laboratory format. Case-study methods were used to explore and illustrate ways GTAs develop a GTA self-image---the way they see themselves as instructors. Two general chemistry laboratory programs that represent two very different instructional frameworks were chosen for the context of this study. The first program used a cooperative project-based approach. The second program used weekly, verification-type activities. End of the semester interviews were collected and served as the primary data source. A follow-up case study of a new cohort of GTAs in the cooperative problem-based laboratory was undertaken to investigate changes in GTAs' self-images over the course of one semester. Pre-semester and post-semester interviews served as the primary data source. Findings suggest that GTAs' construction of their self-image is shaped through the

Pedagogical Encounters, Graduate Teaching Assistants, and Decolonial Feminist Commitments

ERIC Educational Resources Information Center

Madden, Meredith

2014-01-01

This study examines the pedagogical experiences of fourteen graduate teaching assistants (GTAs) across academic disciplines at a large private university in the Northeastern US. The participants in this study represent a small, focused group of GTAs who hold progressive social justice commitments and share pedagogical philosophies anchored in…

Graduate and Undergraduate Students' Teaching Practices in a Place-Based Outreach Program

ERIC Educational Resources Information Center

Nilsen, Katherine Joy

2013-01-01

This study explores how university students (i.e., undergraduate and graduate students) participating in a place-based outreach program practiced teaching strategies on four field trips. The outreach program, Learning in Place-Based Environments (LPBE), provided opportunities for the university students to teach fifth grade students about place,…

OK, Let's Teach Graduate Students Differently. But How?

ERIC Educational Resources Information Center

Cassuto, Leonard

2012-01-01

What should graduate teaching look like when it aims to prepare students for a range of careers? That's a welcome question, but it is not an easy one. The author takes up the problem in two parts, this month from the individual faculty member's perspective, and next month on the curricular level (that is, from the point of view of departments and…

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

PubMed Central

DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. PMID:26250562

Introductory Graduate Research Courses: An Examination of the Knowledge Base.

ERIC Educational Resources Information Center

Mundfrom, Daniel J.; Shaw, Dale G.; Thomas, Ann; Young, Suzanne; Moore, Alan D.

This study addresses the question, "What should graduate students know about research and statistics after completing an initial course?" Individuals who teach such courses at various Carnegie classifications of institutions were surveyed about the specific characteristics of an introductory graduate research course at their own institutions to…

Measuring Graduate Students' Teaching and Research Skills through Self-Report: Descriptive Findings and Validity Evidence

ERIC Educational Resources Information Center

Gilmore, Joanna; Feldon, David

2010-01-01

This study extends research on graduate student development by examining descriptive findings and validity of a self-report survey designed to capture graduate students' assessments of their teaching and research skills. Descriptive findings provide some information about areas of growth among graduate students' in the first years of their…

Teaching CSD Graduate Students to Think Critically, Apply Evidence, and Write Professionally

ERIC Educational Resources Information Center

Grillo, Elizabeth U.; Koenig, Mareile A.; Gunter, Cheryl D.; Kim, Sojung

2015-01-01

The purpose of this study was to assess the effectiveness of teaching modules designed to enhance the use of critical thinking (CT), evidence-based practice (EBP), and professional writing (PW) skills by graduate students in communication sciences and disorders. Three single-session teaching modules were developed to highlight key features of CT,…

Searching for the Formula: How Librarians Teach Chemistry Graduate Students Research Skills

ERIC Educational Resources Information Center

Fong, Bonnie L.

2014-01-01

An exploratory study was conducted in Summer 2012 in an effort to determine what librarians in the United States are doing to teach chemistry graduate students research skills. Chemistry librarians at ARL (Association of Research Libraries) institutions were surveyed about the content they teach; when, where, and how they present it; and what…

Teaching Aptitude of Student Teachers and their Academic Achievements at Graduate Level

ERIC Educational Resources Information Center

Sajan, K. S.

2010-01-01

The present investigation aims at studying teaching aptitude of student teachers with respect to their gender and academic achievement at graduate level examination. The sample for this study is selected by stratified random sampling from the Teacher Education institutions of Malabar area of Kerala. Teaching Aptitude Test Battery (T A T B)…

Developing Employability Skills in Information System Graduates: Traditional vs. Innovative Teaching Methods

ERIC Educational Resources Information Center

Osmani, Mohamad; Hindi, Nitham M.; Weerakkody, Vishanth

2018-01-01

It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the…

[Active participation in research and teaching during post-graduate GP training: perspectives of future general practitioners].

PubMed

Haumann, Hannah; Flum, Elisabeth; Joos, Stefanie

2016-12-01

Academic institutions of general practice at German medical faculties have grown during the past years. This leads to an increase in the need of qualified young researchers and teachers in general practice (GP). Little is known about the interest in research and teaching skills and their training among general practice trainees and young GPs. This cross-sectional survey among GP trainees and young GPs examined 1. if there is an interest in the training in research and teaching skills during post-graduate GP training, 2. which fostering and hindering factors have an effect on this interest and 3. which roles are attributed to academic institutions of general practice. A web-based cross-sectional study was performed among members of "Verbundweiterbildung plus" , a network of GP trainees, as well as "Junge Allgemeinmedizin Deutschland", the German network of young GPs. Descriptive analysis was conducted. 148 GP trainees and young GPs participated in the study, 76% (n=109) of them were GP trainees. There was interest in a position in research and teaching during post-graduate GP training among 55% (n=78). Factors associated with the interest in a position in research and teaching during post-graduate GP training were (MV 5-point Likert scale ± SD): compatibility of clinical work and research/teaching and of family and career (4.4±0.8; 4.7±0.6 respectively). The roles of academic institutions of general practice were attributed to training of medical students (4.6±0.6), post-graduate GP training (4.5±0.7) and research (4.5±0.7). GP trainees assessed the importance of training in research and teaching skills during post-graduate GP training and of the compatibility of family and career differently from young GPs (3.7±1.0 vs. 4.1±0.8 p=0.027; 4.8±0.5 vs. 4.3±0.9, p=0.016). Those interested in a position in research and teaching during post-graduate GP training showed a stronger interest in specific training in research skills (3.7±1.1 vs. 2.8±1.1, p<0.001), a

The Visioning of Policy and the Hope of Implementation: Support for Graduate Students' Teaching at a Canadian Institution

ERIC Educational Resources Information Center

Hoessler, Carolyn; Godden, Lorraine

2015-01-01

Graduate students teach within the complex higher education environment of financial constraint, greater student diversity, and growing graduate enrolment (e.g., Austin, 2003). Teaching roles offer financial support and skill development while multiplying responsibilities (Price, 2008). Across the national working papers and institutional reports,…

Environmental Interfaces in Teaching Economic Statistics

ERIC Educational Resources Information Center

Campos, Celso; Wodewotzki, Maria Lucia; Jacobini, Otavio; Ferrira, Denise

2016-01-01

The objective of this article is, based on the Critical Statistics Education assumptions, to value some environmental interfaces in teaching Statistics by modeling projects. Due to this, we present a practical case, one in which we address an environmental issue, placed in the context of the teaching of index numbers, within the Statistics…

Teaching Highs and Lows: Exploring University Teaching Assistants' Experiences

ERIC Educational Resources Information Center

Green, Jennifer L.

2010-01-01

Recent reforms in statistics education have initiated the need to prepare graduate teaching assistants (TAs) for these changes. A focus group study explored the experiences and perceptions of University of Nebraska-Lincoln TAs. The results reinforced the idea that content, pedagogy, and technology are central aspects for teaching an introductory…

Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

NASA Astrophysics Data System (ADS)

Dechenne, Sue Ellen

Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self

Socialization, Social Support, and Social Cognitive Theory: An Examination of the Graduate Teaching Assistant

ERIC Educational Resources Information Center

Dixon, Kelly Elizabeth

2012-01-01

Graduate teaching assistants (GTAs) face the unknown as they negotiate their multiple roles and identities within the graduate school and classroom setting as teachers, students, and researchers. The purpose of this study is to identify the role that institutionalized socialization, social support, and behavioral observation and modeling play for…

Reflection into China's Business English Teaching Practices Based on GDUFS Graduates' Employment Status

ERIC Educational Resources Information Center

Zhu, Wenzhong; Wu, Si; Guo, Tingting

2009-01-01

GDUFS, as one of China's top three foreign language universities with the longest history in business English teaching, has accumulated over 20-year experiences in this discipline. This research reflects into its business English teaching practices based on its graduates' employment status in recent years, and concludes that the students of…

In-Service Development for Graduate Teaching Assistants: A Blended-Learning and Formative Approach

ERIC Educational Resources Information Center

Santandreu Calonge, David; Chiu, Patrio; Thadani, Dimple R.; Mark, Kai Pan; Pun, Cecilia F. K.

2011-01-01

Graduate Teaching Assistants (GTAs) are front-line facilitators with first-hand contact with students. They play an important role in providing an engaging learning experience for undergraduate and postgraduate students. However, most of them have not received adequate training and guidance in teaching. This paper reports on an intensive and…

The Preparation, Professional Pathways, and Effectiveness of Bank Street Graduates. Teaching for a Changing World: The Graduates of Bank Street College of Education

ERIC Educational Resources Information Center

Horng, Eileen; Zheng, Xinhua; Lit, Ira; Darling-Hammond, Linda

2015-01-01

This technical report is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." This report documents the influence of Bank Street teacher preparation programs based upon surveys of graduates, surveys of comparison teachers, surveys of employers, and an analysis…

Teaching methods and surgical training in North American graduate periodontics programs: exploring the landscape.

PubMed

Ghiabi, Edmond; Taylor, K Lynn

2010-06-01

This project aimed at documenting the surgical training curricula offered by North American graduate periodontics programs. A survey consisting of questions on teaching methods employed and the content of the surgical training program was mailed to directors of all fifty-eight graduate periodontics programs in Canada and the United States. The chi-square test was used to assess whether the residents' clinical experience was significantly (P<0.05) influenced by having a) a structured preclinical program or b) another dental residency program in the institution. Thirty-four programs (59 percent) responded to the survey. Twenty-six programs (76 percent of respondents) reported offering a structured preclinical component. Traditional teaching methods such as slides, live demonstration, DVD/CD, and animal cadavers were the most common teaching methods used, whereas online courses, computer simulation, and various surgical mannequins were least commonly used. The most commonly performed surgical procedures were conventional flaps, periodontal plastic procedures, hard tissue grafts, and implants. Furthermore, residents in programs offering a structured preclinical component performed significantly more procedures (P=0.012) using lasers than those in programs not offering a structured preclinical program. Devising new and innovative teaching methods is a clear avenue for future development in North American graduate periodontics programs.

Graduation and Dropout Statistics Annual Report, 2011-12. Report to the Legislature

ERIC Educational Resources Information Center

Came, Deb; Ireland, Lisa

2013-01-01

Graduation and dropout rates are important indicators of K-12 education in Washington State. The Office of Superintendent of Public Instruction (OSPI) prepares an annual report that provides a review of graduation and dropout statistics for schools and districts in Washington. This report includes information for all students as well as the…

A Pedagogy of Critical and Cultural Empowerment: What We Talk about in Graduate Teaching Seminars.

ERIC Educational Resources Information Center

Smith, Philip E., II

For the past five years it has been an ongoing programmatic concern at the University of Pittsburgh to provide a location in the graduate curriculum for discussion of professional and pedagogical issues that relate directly to the teaching, writing, and research projects of the teaching assistants and teaching fellows. The program was constituted…

Navigating the Role of Graduate Student on the Teaching Team: Life in the Incubator

ERIC Educational Resources Information Center

Richmond, Laurel P.; Anderson, Mallory A.; Tucker, Teresa W.; Powell, Gwynn M.

2013-01-01

Pride, fear, and stress exist on the roller coaster that is the work-life of a graduate student functioning in the role of team member in a mixed-level, collaborative teaching team. These emotions are not uncommon to faculty/graduate student work relationships, but given the power differential, the interdependent team dynamic adds an incubator…

The impact of undergraduate clinical teaching models on the perceptions of work-readiness among new graduate nurses: A cross sectional study.

PubMed

Patterson, Emma E B; Boyd, Leanne; Mnatzaganian, George

2017-08-01

Clinical Placements are an essential component of bridging the gap between academic theory and nursing practice. There are multiple clinical models designed to ease the transition from student to professional, yet there has been little exploration of such models and their impact on graduates' perceptions of work-readiness. This cross sectional study examined perceptions of work-readiness of new graduate nurses who attended one of the following clinical teaching models: the University Fellowship Program (UFP), the Traditional Multi-facility Clinical Model (TMCPM), and the Mixed Program (MP). Three groups of first year graduate nurses (UFP, TMCPM, and MP) were compared using the Work-readiness Scale, a validated and reliable tool, which assessed nurses' perceptions of work-readiness in four domains: organizational acumen, personal work characteristics, social intelligence, and work competence. A multivariable Generalized Estimating Equations regression investigated socio-demographic and teaching-modelrelated factors associated with work-readiness. Of 43 nurses approached, 28 completed the survey (65% response rate) of whom 6 were UFP attendants, 8 attended the TMCPM and 14 the MP. Those who had attended the UFP scored higher than the other two in all four domains; however, the crude between-group comparisons did not yield statistically significant results. Only after accounting for age, gender, teaching setting and prior work experience, the multivariable model showed that undertaking the UFP was likely to increase perceptions of work-readiness by 1.4 points (95% CI 0.11-2.69), P=0.03). The UFP was superior to the other two placement models. The study suggests that the UFP may enhance graduate nurses' perceptions of work readiness. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teaching for Developmental Growth: Learning Partnerships and Student Development in Graduate Education in China

ERIC Educational Resources Information Center

Cen, Yuhao

2018-01-01

Teaching and learning in higher education can integrate and accomplish student developmental goals in addition to promoting student learning of subject matter knowledge and transferrable skills. Drawn from the theoretical concept of self-authorship, the Learning Partnerships Model was implemented in teaching a graduate-level course on social…

Sometimes Fish, Sometimes Fowl? Liminality, Identity Work and Identity Malleability in Graduate Teaching Assistants

ERIC Educational Resources Information Center

Winstone, Naomi; Moore, Darren

2017-01-01

Graduate teaching assistants (GTAs) have been described as being "neither fish nor fowl," occupying a role between student and teacher. Their multiple identities are commonly framed within the literature as a key challenge. This study explored the perspectives of GTAs when discussing their teaching work, through activity-oriented focus…

Contrasting Grading Approaches in Introductory Physics and Quantum Mechanics: The Case of Graduate Teaching Assistants

ERIC Educational Resources Information Center

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-01-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics…

Correlation of admissions statistics to graduate student success in medical physics

PubMed Central

McSpadden, Erin; Rakowski, Joseph; Nalichowski, Adrian; Yudelev, Mark; Snyder, Michael

2014-01-01

The purpose of this work is to develop metrics for evaluation of medical physics graduate student performance, assess relationships between success and other quantifiable factors, and determine whether graduate student performance can be accurately predicted by admissions statistics. A cohort of 108 medical physics graduate students from a single institution were rated for performance after matriculation based on final scores in specific courses, first year graduate Grade Point Average (GPA), performance on the program exit exam, performance in oral review sessions, and faculty rating. Admissions statistics including matriculating program (MS vs. PhD); undergraduate degree type, GPA, and country; graduate degree; general and subject GRE scores; traditional vs. nontraditional status; and ranking by admissions committee were evaluated for potential correlation with the performance metrics. GRE verbal and quantitative scores were correlated with higher scores in the most difficult courses in the program and with the program exit exam; however, the GRE section most correlated with overall faculty rating was the analytical writing section. Students with undergraduate degrees in engineering had a higher faculty rating than those from other disciplines and faculty rating was strongly correlated with undergraduate country. Undergraduate GPA was not statistically correlated with any success metrics investigated in this study. However, the high degree of selection on GPA and quantitative GRE scores during the admissions process results in relatively narrow ranges for these quantities. As such, these results do not necessarily imply that one should not strongly consider traditional metrics, such as undergraduate GPA and quantitative GRE score, during the admissions process. They suggest that once applicants have been initially filtered by these metrics, additional selection should be performed via the other metrics shown here to be correlated with success. The parameters used

The Chemistry Teaching Fellowship Program: Developing Curricula and Graduate Student Professionalism

ERIC Educational Resources Information Center

Kim, Kris S.; Rackus, Darius G.; Mabury, Scott A.; Morra, Barbora; Dicks, Andrew P.

2017-01-01

The Chemistry Teaching Fellowship Program (CTFP) is offered to graduate students and postdoctoral researchers at the University of Toronto as an opportunity to undertake curriculum development and chemistry education research. Projects are run with faculty supervision and focus on designing new laboratory activities, lectures, tutorials,…

The Niche of Graduate Teaching Assistants (GTAs): Perceptions and Reflections

ERIC Educational Resources Information Center

Muzaka, Valbona

2009-01-01

The aim of this paper is to contribute to a better understanding of the Graduate Teaching Assistants (GTAs') niche in the current UK higher education system by means of reflecting on the results of a survey undertaken at a department of the University of Sheffield. The survey highlights that GTAs occupy an ambiguous niche; they are simultaneously…

Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers

ERIC Educational Resources Information Center

Rogers, Kimberly Cervello; Steele, Michael D.

2016-01-01

Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by…

Factors Contributing to the Development of Graduate Teaching Assistant Self-Image

ERIC Educational Resources Information Center

Sandi-Urena, Santiago; Gatlin, Todd

2013-01-01

Laboratory graduate teaching assistants (GTAs) play a prominent role in undergraduate chemistry education. Although the success of a laboratory program relies significantly on the performance of GTAs, only rarely have they been considered actual partners in instruction or have their experiences in the academic lab been investigated. This paper…

Teaching Single-Case Evaluation to Graduate Social Work Students: A Replication

ERIC Educational Resources Information Center

Wong, Stephen E.; O'Driscoll, Janice

2017-01-01

A course teaching graduate social work students to use an evidence-based model and to evaluate their own practice was replicated and evaluated. Students conducted a project in which they reviewed published research to achieve a clinical goal, applied quantitative measures for ongoing assessment, implemented evidence-based interventions, and…

Reforming Undergraduate Biology Teaching through Graduate Assistants: Identifying Bridges and Barriers to Making Change

ERIC Educational Resources Information Center

Hill, Kathleen M.; Orchinik, Miles

2016-01-01

Among policy makers, there is an ongoing discussion about the need to improve undergraduate education in science and engineering. With many undergraduate students being taught by graduate teaching assistants (GTAs), it is important to explore the development of STEM knowledge for teaching by GTAs. This study follows ten GTAs as they participated…

Development and Evaluation of a Prep Course for Chemistry Graduate Teaching Assistants at a Research University

ERIC Educational Resources Information Center

Marbach-Ad, Gili; Schaefer, Kathryn L.; Kumi, Bryna C.; Friedman, Lee A.; Thompson, Katerina V.; Doyle, Michael P.

2012-01-01

This study describes the development and evaluation of a prep course for chemistry graduate teaching assistants (GTAs). The course was developed around three major goals: (i) building a community for new GTAs and socializing them into the department; (ii) modeling teaching with well-documented, innovative teaching and learning techniques; and…

Graduate Students' Attitudes in an Activity-Based Statistics Course.

ERIC Educational Resources Information Center

Kennedy, Robert L.; McCallister, Corliss Jean

This study investigated graduate students' attitudes toward statistics in a class in which the focus of instruction was the use of a computer program that made possible an individualized, self-paced student-centered, activity-based course. The six sections involved in the study were offered in 2001 and 2002. There were 43 participants for whom…

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants.

PubMed

DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor's belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K-12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. © 2015 S. E. DeChenne et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A Unifying Framework for Teaching Nonparametric Statistical Tests

ERIC Educational Resources Information Center

Bargagliotti, Anna E.; Orrison, Michael E.

2014-01-01

Increased importance is being placed on statistics at both the K-12 and undergraduate level. Research divulging effective methods to teach specific statistical concepts is still widely sought after. In this paper, we focus on best practices for teaching topics in nonparametric statistics at the undergraduate level. To motivate the work, we…

Preparation of Graduate Assistants Teaching First-Year Writing at Ohio Universities

ERIC Educational Resources Information Center

Wolf, Amie Caroline

2012-01-01

This pilot study examines the new teaching assistant (TA) preparation programs used by Ohio universities, both public and private, that graduate students to staff first-year composition (FYC) classrooms. I collected information about the preparation programs and the components of preparation from in-house materials from each of the schools,…

Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program

ERIC Educational Resources Information Center

Prevost, Luanna B.; Vergara, Claudia E.; Urban-Lurain, Mark; Campa, Henry, III.

2018-01-01

Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic…

Preparing Graduate Students To Teach. A Guide to Programs That Improve Undergraduate Education and Develop Tomorrow's Faculty. From a Comprehensive National Survey of Teaching Assistant Training Programs and Practices.

ERIC Educational Resources Information Center

Lambert, Leo M., Ed.; Tice, Stacey Lane, Ed.

This report describes and documents the state of affairs in preparing graduate students for college and university teaching responsibilities. Chapter 1 summarizes the results of a survey on teacher assistant training and publishing and provides a review of the centrality of the teaching assistantship in graduate education. The publication's two…

(Dis)Orientation of International Medical Graduates: An Approach to Foster Teaching, Learning, and Collaboration (TLC)

ERIC Educational Resources Information Center

Tan, Adrienne; Hawa, Raed; Sockalingam, Sanjeev; Abbey, Susan E.

2013-01-01

Objective: The Teaching for Learning and Collaboration (TLC) Program is a teaching-skills program focusing on methods to improve student learning. This program was adopted to address the professional and personal challenges faced by International Medical Graduates (IMGs) completing a fellowship in psychosomatic medicine. Method: The authors…

Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning.

PubMed

Roden, Julie A; Jakob, Susanne; Roehrig, Casey; Brenner, Tamara J

2018-03-12

In the past ten years, increasing evidence has demonstrated that scientific teaching and active learning improve student retention and learning gains in the sciences. Graduate teaching assistants (GTAs), who play an important role in undergraduate education at many universities, require training in these methods to encourage implementation, long-term adoption, and advocacy. Here, we describe the design and evaluation of a two-day training workshop for first-year GTAs in the life sciences. This workshop combines instruction in current research and theory supporting teaching science through active learning as well as opportunities for participants to practice teaching and receive feedback from peers and mentors. Postworkshop assessments indicated that GTA participants' knowledge of key topics increased during the workshop. In follow-up evaluations, participants reported that the workshop helped them prepare for teaching. This workshop design can easily be adapted to a wide range of science disciplines. Overall, the workshop prepares graduate students to engage, include, and support undergraduates from a variety of backgrounds when teaching in the sciences. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Rites of Pedagogical Passage: How Graduate Student Instructors Negotiate the Challenges of First-Time Teaching

ERIC Educational Resources Information Center

Smollin, Leandra M.; Arluke, Arnold

2014-01-01

This study examines the dynamics of the first-time teaching experience of graduate instructors, drawing on interview and focus group data from 35 sociology students in a doctoral program at a large university in the United States. Results indicate the majority of graduate instructors felt a great deal of anxiety due to challenges they faced when…

Exploring Pedagogical Content Knowledge of Biology Graduate Teaching Assistants through Their Participation in Lesson Study

ERIC Educational Resources Information Center

Lampley, Sandra A.; Gardner, Grant E.; Barlow, Angela T.

2018-01-01

Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case study methodology with multiple qualitative data…

Implementation of a teaching assistant program in graduate nursing education.

PubMed

Goode, Victoria M; Horvath, Catherine; Jasinski, Donna

2013-01-01

Identifying and educating students who have an interest and talent to be future educators is a challenge throughout academia, including nursing. The ideal scenario is to identify students early in their education and construct or scaffold a unique relationship between professor and student. The authors discuss a teaching assistant model, implemented in a nursing graduate program, which augments the education process while developing potential future nursing educators.

Teaching Experiences of Native and Nonnative English-Speaking Graduate Teaching Assistants and Their Perceptions of Preservice Teachers

ERIC Educational Resources Information Center

Ates, B.; Eslami, Z. R.

2012-01-01

The authors report on a qualitative multiple case study exploring the perceptions of nonnative English-speaking (NNES) and native English-speaking (NES) graduate teaching assistants (GTAs) toward undergraduate preservice teachers at a university located in the Southwestern United States. Three NNES GTAs and one NES GTA participated in the study.…

[Evidence based medicine (EBM) in health care system and treatment of individual patient. Part iii. Teaching of epidemiological methodology and statistics].

PubMed

Borkowski, Włodzimierz

2009-01-01

The question arises--what role the doctor will meet in the web society. Is it going to be a creative person in the assessment of knowledge and application at the bedside of the patient, disciplined executor of he clinical guidelines, or a loyal client of pharmaceutical companies. Medical theories are usually at the high degree of complexity, so the evaluation of the validity of the research questions, the adequacy ot models, appraisal of clinical trials, and the use of statistical analysis requires new teaching. Teaching epidemiology and statistics for EBM is designed to prepare doctors for applyinig scientific advances in clinical practice, skills in appraisal and use of the publicated results. Effects of teaching on courses organised by CMKP shows that the barrier in learning of statistical concepts are caused by defective curricula and their faulty implementation, and not by narrow perception of physicians. According to the author, such teaching should also be applied during graduated medical studies, as optional. After co-ordination with the physiology, genetics, biochemistry, informatics EBM oriented teaching would be particularly attractive for students who have a view on the work of research and research careers. Bearing in mind the time needed for implementation, it is urgent need to start this work as soon as possible.

Investigating Alignment between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

ERIC Educational Resources Information Center

Jansen, Amanda; Berk, Dawn; Meikle, Erin

2017-01-01

In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…

Evaluation of the National Science Foundation Graduate Teaching Fellows in K-12 Education (GK-12) Program.

ERIC Educational Resources Information Center

Mitchell, Julia; Levine, Roger; Gonzalez, Raquel; Bitter, Catherine; Webb, Norman; White, Paul

The GK-12 program of the National Science Foundation is an innovative program for enriching the value of graduate and advanced undergraduate students' education while simultaneously enriching science and mathematics teaching at the K-12 level. GK-12 is a fellowship program that offers graduate students and advanced undergraduates the opportunity…

Goals for Teaching: Towards a Framework for Examining Motivation of Graduating Teachers

ERIC Educational Resources Information Center

Mansfield, Caroline; Wosnitza, Marold; Beltman, Susan

2012-01-01

Teacher motivation is an important field of research, especially in countries where teacher retention and quality have become prominent concerns. This paper presents a conceptual framework for understanding the stage appropriate "goals for teaching" of graduating teacher education students. Generated from empirical data and grounded in…

Calling Their Bluff: Expressed and Revealed Preferences of Top College Graduates Entering Teaching in Argentina

ERIC Educational Resources Information Center

Ganimian, Alejandro; Alfonso, Mariana; Santiago, Ana

2014-01-01

Many school systems today are trying to attract top college graduates into teaching, but little is known about what dissuades this target group from entering the profession. This study randomly assigned applicants for a highly-selective alternative pathway into teaching in Argentina either to a survey about their motivations for applying to the…

Japanese graduate nursing students' perceptions of the teaching performance of an intercultural teacher.

PubMed

Cox, Kathleen; Yamaguchi, Satomi

2010-01-01

This paper reports the results of a survey conducted to explore the perceptions of Japanese graduate nursing students about the teaching performance of an American teacher. The impact of cultural differences on classroom behavior and communication between Japanese graduate nursing students and the American teacher are also explored. Students were enrolled in a nursing education course in the first semester of the graduate program. Data for the analysis were the student opinion surveys, which included Likert scale items and space for narrative responses. Results of the survey are reported as well as the results of a follow-up meeting that was held with the students. The students emphasized the importance of the quality of the interpretation.

Evaluating the Impact of the "Teaching as a Chemistry Laboratory Graduate Teaching Assistant" Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory

ERIC Educational Resources Information Center

Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.

2017-01-01

Designing and evaluating teacher development programs for graduate teaching assistants (GTAs) who teach in the laboratory is a prominent feature of chemistry education research. However, few studies have investigated the impact of a GTA teacher development program on the verbal interactions between participating GTAs and students in the…

Action Research Built on Uncertain Foundations: The Internship and Action-Research in a Graduate Teaching Degree

ERIC Educational Resources Information Center

Loughland, Tony; Bowen, Margo

2012-01-01

This paper analyses the uncertain foundations of the use of action research in a graduate teaching degree. This analysis is conducted by the course coordinator in partnership with a recent graduate. The uncertainty is traced to the pedagogical incoherence of the course that is caused by philosophical infidelity. The philosophy and practice of the…

We Don't Get Any Training: The Impact of a Professional Development Model on Teaching Practices of Chemistry and Biology Graduate Teaching Assistants

ERIC Educational Resources Information Center

Mutambuki, Jacinta M.; Schwartz, Renee

2018-01-01

This study investigated the implementation of best teaching practices by science graduate teaching assistants [GTAs] (3 chemists and 2 biologists) in five inquiry-based, interdisciplinary chemistry-biology experiments during a six-week professional development (PD) program, Engage PD. Additionally, we examined GTAs' experiences in implementing…

Podcasting as Complement to Graduate Teaching: Does It Accommodate Adult Learning Theories?

ERIC Educational Resources Information Center

Luna, Gaye; Cullen, Deborah

2011-01-01

Technology in higher education has exploded within the last decade, as educators become more knowledgeable about its uses and students become more demanding of access and convenience to teaching and learning. This article shares results of an exploratory study that determined graduate students' perceptions of podcasting access and utility in…

Training the Foot Soldiers of Inquiry: Development and Evaluation of a Graduate Teaching Assistant Learning Community

ERIC Educational Resources Information Center

Linenberger, Kimberly; Slade, Michael C.; Addis, Elizabeth A.; Elliott, Emily R.; Mynhardt, Glené; Raker, Jeffrey R.

2014-01-01

As part of a Howard Hughes Program for Innovation in Science Education grant at Iowa State University, a series of interdisciplinary graduate teaching assistant learning communities (TALC) were developed. The purpose of these communities was to create an environment to facilitate teaching assistants' pedagogical development and training to enhance…

Graduate Assistants: Students or Staff, Policy or Practice? The Current Legal Employment Status of Graduate Assistants

ERIC Educational Resources Information Center

Flora, Bethany H.

2007-01-01

In the US, graduate assistants are an integral part of a university's educational and operational climate. Graduate assistants provide teaching, research or administrative services to the educational enterprise in exchange for professional experience and a financial stipend. Recent strikes of graduate teaching assistants at New York University…

Managing the Openness-Closedness Dialectic: How Graduate Teaching Assistants Handle the Tension

ERIC Educational Resources Information Center

Webb, Nathan G.

2012-01-01

Graduate teaching assistants (GTAs) are a pervasive part of undergraduate education. When interacting with undergraduate students, GTAs must balance a tension of being a friend and an authority figure with students. One of the ways that balance is managed is through GTA self-disclosure. Self-disclosure is defined as, "the act of revealing…

Adaptive Perfectionism, Maladaptive Perfectionism and Statistics Anxiety in Graduate Psychology Students

ERIC Educational Resources Information Center

Comerchero, Victoria; Fortugno, Dominick

2013-01-01

The current study examined if correlations between statistics anxiety and dimensions of perfectionism (adaptive and maladaptive) were present amongst a sample of psychology graduate students (N = 96). Results demonstrated that scores on the APS-R Discrepancy scale, corresponding to maladaptive perfectionism, correlated with higher levels of…

A Mixed Method Investigation of Social Science Graduate Students' Statistics Anxiety Conditions before and after the Introductory Statistics Course

ERIC Educational Resources Information Center

Huang, Liuli

2018-01-01

Research frequently uses the quantitative approach to explore undergraduate students' anxiety regarding statistics. However, few studies of adults' statistics anxiety use the qualitative method, or a sole focus on graduate students. Moreover, even fewer studies focus on a comparison of adults' anxiety levels before and after an introductory…

Preparing Graduate Teaching Assistant's to Teach Introduction Geosciences in the 21st Century

NASA Astrophysics Data System (ADS)

Teasdale, R.; Monet, J.

2008-12-01

Effective teaching requires in-depth content knowledge and pedagogical understanding of the subject. Most graduate teaching assistants (GTAs) are well prepared in content, they often lack pedagogical knowledge needed to teach undergraduate students. There are no consistent, nationwide standards for preparing GTAs in the delivery of high quality instruction in the Geosciences. Without formal training on strategies to engage students in active learning, GTA's often implement a traditional approach to teaching science modeled on their own learning experiences. In the Department of Geological and Environmental Sciences at CSU Chico, every semester approximately 700 undergraduate students enroll in GE courses with required lab sections taught by GTAs. Classroom observations completed by faculty members often reveal that GTAs have a good understanding of the content, but remain entrenched in traditional approaches to teaching science. Classroom observers commonly report on the lack of undergraduate student engagement, or the instructor's inability to ask skillful questions. We view this not as a shortcoming of the GTA, but as a weakness of their preparation. This study examines the outcomes of GTA's learning in a science teaching methods course offered in Spring 2008. This one unit pilot-course was designed to introduce reformed teaching practices to GTAs. In addition to addressing the mechanics of teaching, the course focused on six areas of instruction that were identified by faculty and GTAs as important areas for improvement. Faculty instructors completed classroom visits then met with GTAs to debrief and determine numerical rankings in the areas of reform teaching practices. Rankings helped GTAs select three of the six areas of instruction as goals for the rest of the semester. In the 14th week of class, GTAs ranked themselves again. In most cases, rankings assigned early in the course by GTAs and faculty instructors were within 0.5 points (on a 4 point scale) of

Modified teaching approach for an enhanced medical physics graduate education experience

PubMed Central

Rutel, IB

2011-01-01

Lecture-based teaching promotes a passive interaction with students. Opportunities to modify this format are available to enhance the overall learning experience for both students and instructors. The description for a discussion-based learning format is presented as it applies to a graduate curriculum with technical (formal mathematical derivation) topics. The presented hybrid method involves several techniques, including problem-based learning, modeling, and online lectures, eliminating didactic lectures. The results from an end-of-course evaluation show that the students appear to prefer the modified format over the more traditional methodology of “lecture only” contact time. These results are motivation for further refinement and continued implementation of the described methodology in the current course and potentially other courses within the department graduate curriculum. PMID:22279505

Comparing Chinese International and American-born Graduate Students' Beliefs about Teaching and Learning

ERIC Educational Resources Information Center

Zhao, Fangxia

2009-01-01

This study examined the educational beliefs about teaching and learning of Chinese international and American-born graduate students in the disciplines of pure and applied sciences and mathematics at Auburn University by comparing their similarities and differences. The study reported (a) participants' demographic characteristics, (b) the dominant…

Influence of Negotiations on Graduate Teaching Assistants' Instruction within University Activity Courses

ERIC Educational Resources Information Center

Wahl-Alexander, Zachary; Curtner-Smith, Matthew D.

2018-01-01

Purpose: To examine the influence of negotiations between students and graduate teaching assistants (GTAs) on GTAs' instruction within university physical activity classes. Method: Participants were 10 GTAs working in one university. Data collection and analysis were guided by constructs from the classroom ecology paradigm. Data collection…

Perceptions and Practices: Biology Graduate Teaching Assistants' Framing of a Controversial Socioscientific Issue

ERIC Educational Resources Information Center

Gardner, Grant; Jones, Gail

2011-01-01

Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching…

Teaching for Statistical Literacy: Utilising Affordances in Real-World Data

ERIC Educational Resources Information Center

Chick, Helen L.; Pierce, Robyn

2012-01-01

It is widely held that context is important in teaching mathematics and statistics. Consideration of context is central to statistical thinking, and any teaching of statistics must incorporate this aspect. Indeed, it has been advocated that real-world data sets can motivate the learning of statistical principles. It is not, however, a…

Statistics? You Must Be Joking: The Application and Evaluation of Humor when Teaching Statistics

ERIC Educational Resources Information Center

Neumann, David L.; Hood, Michelle; Neumann, Michelle M.

2009-01-01

Humor has been promoted as a teaching tool that enhances student engagement and learning. The present report traces the pathway from research to practice by reflecting upon various ways to incorporate humor into the face-to-face teaching of statistics. The use of humor in an introductory university statistics course was evaluated via interviews…

Breaking Bad Habits: Teaching Effective PowerPoint Use to Working Graduate Students

ERIC Educational Resources Information Center

Vik, Gretchen N.

2004-01-01

One interesting aspect of teaching students to use PowerPoint and similar graphics packages effectively is that graduate students who are already in the workforce often have bad presentation habits that they need to break. In this article, the author discusses ways of breaking these bad habits. Using storyboards is one way to keep students from…

Graduated Guidance Delivered by Parents to Teach Yoga to Children with Developmental Delays

ERIC Educational Resources Information Center

Gruber, Deborah J.; Poulson, Claire L.

2016-01-01

We evaluated the effects of a parent-implemented intervention to teach yoga poses to 3 children with developmental delays. Graduated guidance, provided by the participants' mothers, was introduced in a multiple baseline design across the participants. With the introduction of intervention, imitation of the response chains increased over baseline…

Addressing economic development goals through innovative teaching of university statistics: a case study of statistical modelling in Nigeria

NASA Astrophysics Data System (ADS)

Oseloka Ezepue, Patrick; Ojo, Adegbola

2012-12-01

A challenging problem in some developing countries such as Nigeria is inadequate training of students in effective problem solving using the core concepts of their disciplines. Related to this is a disconnection between their learning and socio-economic development agenda of a country. These problems are more vivid in statistical education which is dominated by textbook examples and unbalanced assessment 'for' and 'of' learning within traditional curricula. The problems impede the achievement of socio-economic development objectives such as those stated in the Nigerian Vision 2020 blueprint and United Nations Millennium Development Goals. They also impoverish the ability of (statistics) graduates to creatively use their knowledge in relevant business and industry sectors, thereby exacerbating mass graduate unemployment in Nigeria and similar developing countries. This article uses a case study in statistical modelling to discuss the nature of innovations in statistics education vital to producing new kinds of graduates who can link their learning to national economic development goals, create wealth and alleviate poverty through (self) employment. Wider implications of the innovations for repositioning mathematical sciences education globally are explored in this article.

The development and validation of the Clinical Teaching Behavior Inventory (CTBI-23): Nurse preceptors' and new graduate nurses' perceptions of precepting.

PubMed

Lee-Hsieh, Jane; O'Brien, Anthony; Liu, Chieh-Yu; Cheng, Su-Fen; Lee, Yea-Wen; Kao, Yu-Hsiu

2016-03-01

Few studies have examined the perceptions of clinical teaching behaviors among both nurse preceptors and preceptees. To develop a Clinical Teaching Behavior Inventory (CTBI) for nurse preceptors' self-evaluation, and for new graduate nurse preceptee evaluation of preceptor clinical teaching behaviors and to test the validity and reliability of the CTBI. This study used mixed research techniques in five phases. Phase I: based on a literature review, the researchers developed an instrument to measure clinical teaching behaviors. Phase II: 17 focus group interviews were conducted with 63 preceptors and 24 new graduate nurses from five hospitals across Taiwan. Clinical teaching behavior themes were extracted from the focus group data and integrated into the domains and items of the CTBI. Phase III: two rounds of an expert Delphi study were conducted to determine the content validity of the instrument. Phase IV: a total of 290 nurse preceptors and 260 new graduate nurses were recruited voluntarily in the same five hospitals in Taiwan. Of these, 521 completed questionnaires to test the construct validity of CTBI by using confirmatory factory analysis. Phase V: the internal consistency and reliability of the instrument were tested. CTBI consists of 23 items in six domains: (1) 'Committing to Teaching'; (2) 'Building a Learning Atmosphere'; (3) 'Using Appropriate Teaching Strategies'; (4) 'Guiding Inter-professional Communication'; (5) 'Providing Feedback and Evaluation'; and (6) 'Showing Concern and Support'. The confirmatory factor analysis yielded a good fit and reliable scores for the CTBI-23 model. The CTBI-23 is a valid and reliable instrument for identifying the clinical teaching behaviors of a preceptor as perceived by preceptors and new graduate preceptees. The CTBI-23 depicts clinical teaching behaviors of nurse preceptors in Taiwan. Copyright © 2015 Elsevier Ltd. All rights reserved.

From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers

NASA Astrophysics Data System (ADS)

Deehan, James; Danaia, Lena; McKinnon, David H.

2018-03-01

The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the experiences and outcomes of both teachers and students alike. Whilst many tertiary science teaching programs covary with positive outcomes for preservice teachers, reports of science at the primary school level continue to be problematic. This paper begins to explore this apparent contradiction by investigating the science teaching efficacy beliefs and experiences of a cohort of graduate primary teachers who had recently transitioned from preservice to inservice status. An opportunity sample of 82 primary teachers responded to the science teaching efficacy belief instrument A (STEBI-A), and 10 graduate teachers provided semi-structured interview data. The results showed that participants' prior science teaching efficacy belief growth, which occurred during their tertiary science education, had remained durable after they had completed their teaching degrees and began their careers. Qualitative data showed that their undergraduate science education had had a positive influence on their science teaching experiences. The participants' school science culture, however, had mixed influences on their science teaching. The findings presented within this paper have implications for the direction of research in primary science education, the design and assessment of preservice primary science curriculum subjects and the role of school contexts in the development of primary science teachers.

Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

ERIC Educational Resources Information Center

Kendall, K. Denise; Schussler, Elisabeth E.

2012-01-01

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each…

Effective Teaching with ICT in Nigerian Higher Institutions: A Solution to Graduates' Unemployability

ERIC Educational Resources Information Center

Femi, Sunday Akinwumi; Yemisi, Etomi Edwin

2015-01-01

This study investigated effective teaching with the aid of ICT in Nigerian higher education institutions as a proposed solution to graduates' unemployability. The survey method was utilized for this study. Respondents were randomly selected from students and teachers of selected higher institutions in Nigeria. The findings reveal that, even though…

Teaching Graduate Business Students to Write Clearly about Technical Topics

ERIC Educational Resources Information Center

Dyrud, Marilyn A.; Worley, Rebecca B.; Jameson, Daphne

2006-01-01

Graduate programs in business emphasize technical analysis in finance, accounting, marketing, and other core courses. Important business decisions--what market to target, which products to offer, how to finance an acquisition, whether to lease or buy equipment--require mathematical and statistical problem solving. Management communication courses…

Mentoring Graduate Students in Research and Teaching by Utilizing Research as a Template

ERIC Educational Resources Information Center

Knutson, Christopher C.; Jackson, Milton N., Jr.; Beekman, Matt; Carnes, Matthew E.; Johnson, Darren W.; Johnson, David C.; Keszler, Douglas A.

2014-01-01

We have designed a unique guided-inquiry-inspired course for entry-level graduate students using chemical research as a mechanism to teach research-oriented problem-solving skills. The course has been designed for flexibility around a shared research experience. The curriculum can be modified each year by incorporating a new research project into…

Reconceptualising and Reframing Graduate Teaching Assistant (GTA) Provision for a Research-Intensive Institution

ERIC Educational Resources Information Center

Chadha, Deesha

2013-01-01

This article describes an innovative curriculum design that has been created at a research-intensive university to prepare Graduate Teaching Assistants (GTAs) for their role as teachers within higher education. The underlying concepts and frameworks for the design of the programme are discussed in depth in an attempt to unpack the assumptions that…

A Conceptual Framework for Teaching Statistics from a Distance

ERIC Educational Resources Information Center

Mills, Jamie

2015-01-01

This article discusses important considerations for teachers who teach or may be thinking about teaching statistics online or in a hybrid/blended format. Suggestions from previous research and practical teaching experiences are examined. Moreover, the latest recommendations from the literature are considered in the context of teaching from a…

Teaching Statistics in Labor, Social, Juridical or Economic Studies

ERIC Educational Resources Information Center

Navarrete-Alvarez, Esteban; Rosales-Moreno, Maria Jesus; Huete-Morales, Maria Dolores

2010-01-01

Statistics teaching should not be carried out in the same way for all kinds of university students. Instead, teaching statistics should take into account the different fields of study that students have chosen. For example, students of sciences or engineering have different interests and backgrounds compared to students of any social or juridical…

Teaching Introductory Statistics to Blind Students

ERIC Educational Resources Information Center

Marson, Stephen M.; Harrington, Charles F.; Walls, Adam

2013-01-01

The challenges of learning statistics, particularly distributions and their characteristics, can be potentially monumental for vision impaired and blind students. The authors provide some practical advice for teaching these students.

Studies in Mathematics Education: The Teaching of Statistics, Volume 7.

ERIC Educational Resources Information Center

Morris, Robert, Ed.

This volume examines the teaching of statistics in the whole range of education, but concentrates on primary and secondary schools. It is based upon selected topics from the Second International Congress on Teaching Statistics (ICOTS 2), convened in Canada in August 1986. The contents of this volume divide broadly into four parts: statistics in…

A Multidisciplinary Approach for Teaching Statistics and Probability

ERIC Educational Resources Information Center

Rao, C. Radhakrishna

1971-01-01

The author presents a syllabus for an introductory (first year after high school) course in statistics and probability and some methods of teaching statistical techniques. The description comes basically from the procedures used at the Indian Statistical Institute, Calcutta. (JG)

Developing the Intercultural Competence of Graduate Students

ERIC Educational Resources Information Center

Dimitrov, Nanda; Dawson, Debra L.; Olsen, Karyn C.; Meadows, Ken N.

2014-01-01

This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to…

Teaching Graduate Students How To Do Informal Science Education

NASA Astrophysics Data System (ADS)

Ackerman, S. A.; Crone, W.; Dunwoody, S. L.; Zenner, G.

2011-12-01

One of the most important skills a student needs to develop during their graduate days is the skill of communicating their scientific work with a wide array of audiences. That facility will serve them across audiences, from scientific peers to students to neighbors and the general public. Increasingly, graduate students express a need for training in skills needed to manage diverse communicative environments. In response to that need we have created a course for graduate students in STEM-related fields which provides a structured framework and experiential learning about informal science education. This course seeks to familiarize students with concepts and processes important to communicating science successfully to a variety of audiences. A semester-long course, "Informal Science Education for Scientists: A Practicum," has been co-taught by a scientist/engineer and a social scientist/humanist over several years through the Delta Program in Research, Teaching, & Learning at the University of Wisconsin-Madison. The course is project based and understanding audience is stressed throughout the class. Through development and exhibition of the group project, students experience front end, formative and summative evaluation methods. The disciplines of the participating students is broad, but includes students in the geosciences each year. After a brief description of the course and its evolution, we will present assessment and evaluation results from seven different iterations of the course showing significant gains in how informed students felt about evaluation as a tool to determine the effectiveness of their science outreach activities. Significant gains were found in the graduate students' perceptions that they were better qualified to explain a research topic to a lay audience, and in the students' confidence in using and understanding evaluation techniques to determine the effectiveness of communication strategies. There were also increases in the students

Preparing Future College Instructors: The Role of Graduate Student Teaching Assistants (GTAs) in Successful College Calculus Programs

NASA Astrophysics Data System (ADS)

Ellis, Jessica Fabricant

Graduate student Teaching Assistants (GTAs) contribute to calculus instruction in two ways: as the primary teacher and as recitation leaders. GTAs can also be viewed as the next generation of mathematics instructors. Thus, in addition to their immediate contribution to the landscape of Calculus 1 instruction, GTAs will contribute significantly to the long-term state of calculus in their future occupations. However, their preparation for these roles varies widely and is often minimal. In this study, I first compare the mathematical beliefs, instructional practices, and student success of GTAs to other Calculus 1 instructors. I then provide rich descriptions for three GTA professional development (PD) programs that prepare graduate students as course instructors, as recitation leaders, and as future faculty. I then investigate the instructional practices and mathematical beliefs of graduate students coming from these three PD programs. I conclude this work with a description of a framework for GTA-PD programs. To accomplish this work, I conducted a mixed-method analysis on national survey data and case study data from four doctoral granting institutions. These four institutions were chosen because of their higher-than-expected student success in Calculus 1. The results of these analyses indicate that graduate students teach in more innovative ways than other instructors, though their students were less successful. Among the four case study institutions, I identified three models of GTA-PD, each of which appeared successful in accomplishing their goals. These goals included transitioning graduate students into the role of instructor, preparing graduate students to implement an innovative approach to Calculus 1, and supporting graduate students as recitation leaders. These analyses also led to the development of a framework to be used to characterize, evaluate, and consider the implementation of graduate student professional development programs. This GTA-PD framework

Statistics in the Workplace: A Survey of Use by Recent Graduates with Higher Degrees

ERIC Educational Resources Information Center

Harraway, John A.; Barker, Richard J.

2005-01-01

A postal survey was conducted regarding statistical techniques, research methods and software used in the workplace by 913 graduates with PhD and Masters degrees in the biological sciences, psychology, business, economics, and statistics. The study identified gaps between topics and techniques learned at university and those used in the workplace,…

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

ERIC Educational Resources Information Center

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by…

Graduate Experience in Science Education: the development of a science education course for biomedical science graduate students.

PubMed

Markowitz, Dina G; DuPré, Michael J

2007-01-01

The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.

Graduate Experience in Science Education: The Development of a Science Education Course for Biomedical Science Graduate Students

PubMed Central

DuPré, Michael J.

2007-01-01

The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers. PMID:17785406

Funding Instability Reduces the Impact of the Federal Teaching Health Center Graduate Medical Education Program.

PubMed

Kurz, Troy; Liaw, Winston; Wingrove, Peter; Petterson, Stephen; Bazemore, Andrew

2017-01-01

The Teaching Health Center Graduate Medical Education (THCGME) program is a decentralized residency training component of the Affordable Care Act, created to combat critical shortages and maldistribution of primary care physicians. The Accreditation Council of Graduate Medical Education and federal data reveal that the THCGME program accounted for 33% of the net increase in family medicine residency positions between 2011 and 2015. However, amid concerns about the program's stability, the contribution of the THCGME program to the net increase fell to 7% after 2015. © Copyright 2017 by the American Board of Family Medicine.

Learning the Language of Statistics: Challenges and Teaching Approaches

ERIC Educational Resources Information Center

Dunn, Peter K.; Carey, Michael D.; Richardson, Alice M.; McDonald, Christine

2016-01-01

Learning statistics requires learning the language of statistics. Statistics draws upon words from general English, mathematical English, discipline-specific English and words used primarily in statistics. This leads to many linguistic challenges in teaching statistics and the way in which the language is used in statistics creates an extra layer…

A Comprehensive Program to Prepare Graduate Students for Careers in College or University Teaching

NASA Astrophysics Data System (ADS)

Krane, K. S.

1999-05-01

Although most universities do a superb job of training graduate students in research, relatively few offer training to enable M.S. or Ph.D. students to achieve the same level of mastery in teaching as a preparation for a career as a faculty member in a college or university. At Oregon State University we offer a comprehensive program that prepares students for a variety of careers in physics teaching. For students interested in teaching at a two-year college, we offer a M.S. degree with a specialty in physics education along with a strongly mentored teaching intern program at a local community college. For Ph.D. students, we offer a seminar that addresses a full range of pedagogical and methodological issues involved in physics teaching, an apprentice program that pairs each student with a faculty member of recognized teaching ability, and a capstone experience (following the completion of the Ph.D. dissertation) as an instructor to fill sabbatical or other vacancies. The impact of the program is measured by its extraordinarily high success at placing students in teaching jobs.

Teaching statistics to nursing students: an expert panel consensus.

PubMed

Hayat, Matthew J; Eckardt, Patricia; Higgins, Melinda; Kim, MyoungJin; Schmiege, Sarah J

2013-06-01

Statistics education is a necessary element of nursing education, and its inclusion is recommended in the American Association of Colleges of Nursing guidelines for nurse training at all levels. This article presents a cohesive summary of an expert panel discussion, "Teaching Statistics to Nursing Students," held at the 2012 Joint Statistical Meetings. All panelists were statistics experts, had extensive teaching and consulting experience, and held faculty appointments in a U.S.-based nursing college or school. The panel discussed degree-specific curriculum requirements, course content, how to ensure nursing students understand the relevance of statistics, approaches to integrating statistics consulting knowledge, experience with classroom instruction, use of knowledge from the statistics education research field to make improvements in statistics education for nursing students, and classroom pedagogy and instruction on the use of statistical software. Panelists also discussed the need for evidence to make data-informed decisions about statistics education and training for nurses. Copyright 2013, SLACK Incorporated.

SOCR: Statistics Online Computational Resource

PubMed Central

Dinov, Ivo D.

2011-01-01

The need for hands-on computer laboratory experience in undergraduate and graduate statistics education has been firmly established in the past decade. As a result a number of attempts have been undertaken to develop novel approaches for problem-driven statistical thinking, data analysis and result interpretation. In this paper we describe an integrated educational web-based framework for: interactive distribution modeling, virtual online probability experimentation, statistical data analysis, visualization and integration. Following years of experience in statistical teaching at all college levels using established licensed statistical software packages, like STATA, S-PLUS, R, SPSS, SAS, Systat, etc., we have attempted to engineer a new statistics education environment, the Statistics Online Computational Resource (SOCR). This resource performs many of the standard types of statistical analysis, much like other classical tools. In addition, it is designed in a plug-in object-oriented architecture and is completely platform independent, web-based, interactive, extensible and secure. Over the past 4 years we have tested, fine-tuned and reanalyzed the SOCR framework in many of our undergraduate and graduate probability and statistics courses and have evidence that SOCR resources build student’s intuition and enhance their learning. PMID:21451741

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

PubMed Central

Reeves, Todd D.; Marbach-Ad, Gili; Miller, Kristen R.; Ridgway, Judith; Gardner, Grant E.; Schussler, Elisabeth E.; Wischusen, E. William

2016-01-01

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework’s outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level. PMID:27193291

Teacher Education Graduates' Entrance into the Teaching Profession: Development and Test of a Model

ERIC Educational Resources Information Center

Rots, Isabel; Aelterman, Antonia

2009-01-01

This study aims to advance insight into the relationship between teacher education and graduates' intended and actual entrance into the teaching profession. Moreover, it indicates how this relationship varies between teacher training for primary education (i.e., programs for class teachers-to-be) and teacher training for secondary education (i.e.,…

Teaching Probabilities and Statistics to Preschool Children

ERIC Educational Resources Information Center

Pange, Jenny

2003-01-01

This study considers the teaching of probabilities and statistics to a group of preschool children using traditional classroom activities and Internet games. It was clear from this study that children can show a high level of understanding of probabilities and statistics, and demonstrate high performance in probability games. The use of Internet…

Using Spreadsheets to Teach Statistics in Geography.

ERIC Educational Resources Information Center

Lee, M. P.; Soper, J. B.

1987-01-01

Maintains that teaching methods of statistical calculation in geography may be enhanced by using a computer spreadsheet. The spreadsheet format of rows and columns allows the data to be inspected and altered to demonstrate various statistical properties. The inclusion of graphics and database facilities further adds to the value of a spreadsheet.…

A Science Faculty's Transformation of Nature of Science Understanding into His Teaching Graduate Level Chemistry Course

ERIC Educational Resources Information Center

Aydin, Sevgi

2015-01-01

This is an interpretive case study to examine the teaching of an experienced science faculty who had a strong interest in teaching undergraduate and graduate science courses and nature of science specifically. It was interested in how he transformed knowledge from his experience as a scientist and his ideas about nature of science into forms…

Learning to Teach Graduate Students: A Self-Study by Students and a Faculty Member

ERIC Educational Resources Information Center

Conway, Colleen; Palmer, C. Michael; Edgar, Scott; Hansen, Erin

2016-01-01

This study examined our perceptions as a music education professor and three PhD students as we conducted a self-study of our individual and collective experiences teaching graduate students. We framed our work around the key question: How do PhD students describe experiences specifically in relation to perceived potential as teachers of graduate…

Teaching Writing in Graduate School

ERIC Educational Resources Information Center

Sallee, Margaret; Hallett, Ronald; Tierney, William

2011-01-01

Graduate students are typically expected to know how to write. Those who write poorly are occasionally penalized, but little in-class attention is given to help students continue to develop and refine their writing skills. More often than not, writing courses at the graduate level are remedial programs designed for international students and…

Feeding Two Birds with One Scone? The Relationship between Teaching and Research for Graduate Students across the Disciplines

ERIC Educational Resources Information Center

Gilmore, Joanna; Lewis, David M. G.; Maher, Michelle; Feldon, David; Timmerman, Briana E.

2015-01-01

We surveyed over 300 graduate students at a Southeastern research university to increase our understanding of their perceptions of (a) the connection between teaching and research, (b) the means by which integration occurs, and (c) the extent to which teaching and research contribute to a shared skill set that is of value in both contexts. We also…

Teaching Statistics Online: A Decade's Review of the Literature about What Works

ERIC Educational Resources Information Center

Mills, Jamie D.; Raju, Dheeraj

2011-01-01

A statistics course can be a very challenging subject to teach. To enhance learning, today's modern course in statistics might incorporate many different aspects of technology. Due to advances in technology, teaching statistics online has also become a popular course option. Although researchers are studying how to deliver statistics courses in…

Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs

ERIC Educational Resources Information Center

Reeves, Todd D.; Hake, Laura E.; Chen, Xinnian; Frederick, Jennifer; Rudenga, Kristin; Ludlow, Larry H.; O'Connor, Clare M.

2018-01-01

Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of…

An Evaluation of Grading and Instructional Feedback Skills of Graduate Teaching Assistants in Introductory Psychology

ERIC Educational Resources Information Center

Doe, Sue R.; Gingerich, Karla J.; Richards, Tracy L.

2013-01-01

This study explored graduate teaching assistant (GTA) grading on 480 papers across two writing assignments as integrated into large Introductory Psychology courses. We measured GTA accuracy, consistency, and commenting (feedback) quality. Results indicate that GTA graders improved, although unevenly, in accuracy and consistency from Time 1 to 2…

Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs.

PubMed

Reeves, Todd D; Hake, Laura E; Chen, Xinnian; Frederick, Jennifer; Rudenga, Kristin; Ludlow, Larry H; O'Connor, Clare M

2018-01-01

Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of presemester workshops at three northeastern research universities, each of which incorporated scientific teaching as the pedagogical content framework. The comparison of GTA PD program outcomes at three different institutions is intended to test theoretical assertions about the key role of contextual factors in GTA PD efficacy. Pretest and posttest surveys were used to assess changes in GTA teaching self-efficacy and anxiety following the workshops, and an objective test was used to assess pedagogical knowledge. Analysis of pretest/posttest data revealed statistically significant gains in GTA teaching self-efficacy and pedagogical knowledge and reductions in teaching anxiety across sites. Changes in teaching anxiety and self-efficacy, but not pedagogical knowledge, differed by training program. Student ratings of GTAs at two sites showed that students had positive perceptions of GTAs in all teaching dimensions, and relatively small differences in student ratings of GTAs were observed between institutions. Divergent findings for some outcome variables suggest that program efficacy was influenced as hypothesized by contextual factors such as GTA teaching experience. © 2018 T. D. Reeves et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Teaching and Learning Research Literacies in Graduate Adult Education: Appreciative Inquiry into Practitioners' Ways of Writing.

ERIC Educational Resources Information Center

Lander, Dorothy A.

2002-01-01

Presents a theoretical framework for teaching and learning research literacies. Describes a classroom demonstration involving graduate student cohorts in appreciative inquiry into practitioners' ways of writing. Addresses the issues of human subjects, informed consent, and the ethics of representation. (Contains 49 references.) (SK)

Professional Development through Community Partnership: How a Class Project Led to Graduate Student Teaching Practices

ERIC Educational Resources Information Center

Laidemitt, Heidi; DeMola, Sarah; Martin, Jaymee; Kelley, Caroline

2012-01-01

This article is written from the perspective of 4 current MA TESOL graduate students at the Monterey Institute of International Studies (MIIS). These students have written about their experiences by incorporating their theoretical and pedagogical English language-teaching knowledge into the growth and maintenance of a community-based ESL program…

The Statistics Teaching Inventory: A Survey on Statistics Teachers' Classroom Practices and Beliefs

ERIC Educational Resources Information Center

Zieffler, Andrew; Park, Jiyoon; Garfield, Joan; delMas, Robert; Bjornsdottir, Audbjorg

2012-01-01

This paper reports on an instrument designed to assess the practices and beliefs of instructors of introductory statistics courses across the disciplines. Funded by a grant from the National Science Foundation, this project developed, piloted, and gathered validity evidence for the Statistics Teaching Inventory (STI). The instrument consists of 50…

Passing the Baton: A Collaborative Approach to Development and Implementation of Context-Specific Modules for Graduate Teaching Assistants in Cognate Disciplines

ERIC Educational Resources Information Center

O'Neill, Geraldine; McNamara, Martin

2016-01-01

A systematic approach to the training of graduate teaching assistants (GTAs) is required to meet the challenges posed by growing numbers of undergraduate and graduate students. At University College Dublin, educational developers and academic staff across six schools collaborated on the design and phased implementation of context-specific GTA…

Perceptions and Practices: Biology graduate teaching assistants' framing of a controversial socioscientific issue

NASA Astrophysics Data System (ADS)

Gardner, Grant; Jones, Gail

2011-05-01

Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching assistants taught a lesson about the potential social, health, and environmental impacts of genetically modified crops. Through classroom observations and in-depth interviews, the researchers examined how instructors chose to frame their lessons and what GTAs perceived as important for students to know about this particular socioscientific issue (SSI). Results showed a disconnect between the relatively mature conceptualizations of effective SSI instruction that emerged during interviews and classroom practice.

The Threads They Follow: Bank Street Teachers in a Changing World. Teaching for a Changing World: The Graduates of Bank Street College of Education

ERIC Educational Resources Information Center

Lit, Ira; Darling-Hammond, Linda

2015-01-01

This summary report is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." This report focuses on graduates of Bank Street College Graduate School of Education teacher certification programs by examining the quality of their preparation, their teaching…

Three Empirical Strategies for Teaching Statistics

ERIC Educational Resources Information Center

Marson, Stephen M.

2007-01-01

This paper employs a three-step process to analyze three empirically supported strategies for teaching statistics to BSW students. The strategies included: repetition, immediate feedback, and use of original data. First, each strategy is addressed through the literature. Second, the application of employing each of the strategies over the period…

Critical Media Literacy and Popular Film: Experiences of Teaching and Learning in a Graduate Class

ERIC Educational Resources Information Center

Stuckey, Heather; Kring, Kelly

2007-01-01

This chapter describes the use of popular film and semiotics for the development of critical media literacy in a graduate-level education course entitled "Pop Culture as Pedagogy: The Role of Entertainment Media in Teaching for Critical Consciousness and Critical Media Literacy." The course focused on analysis of different forms of pop culture,…

Difficulties in learning and teaching statistics: teacher views

NASA Astrophysics Data System (ADS)

Koparan, Timur

2015-01-01

The purpose of this study is to define teacher views about the difficulties in learning and teaching middle school statistics subjects. To serve this aim, a number of interviews were conducted with 10 middle school maths teachers in 2011-2012 school year in the province of Trabzon. Of the qualitative descriptive research methods, the semi-structured interview technique was applied in the research. In accordance with the aim, teacher opinions about the statistics subjects were examined and analysed. Similar responses from the teachers were grouped and evaluated. The teachers stated that it was positive that middle school statistics subjects were taught gradually in every grade but some difficulties were experienced in the teaching of this subject. The findings are presented in eight themes which are context, sample, data representation, central tendency and dispersion measure, probability, variance, and other difficulties.

The Context of Graduate Student Preparation in Physics: professional roles of research and teaching

NASA Astrophysics Data System (ADS)

Finkelstein, Noah

2004-05-01

This talk considers the role of graduate training from a broad perspective --- that of making professional physicists. Following Shulman's definition and characterization of 'professionals' [1], it may be observed that graduate student preparation in research follows a traditional and effective track of creating professionals. However, at the same time, other forms professional activity of physicists, notably teaching and educational practice, remain largely absent. This talk presents a model of the contextual nature of student learning that sheds light on why and how this division occurs. Given such attention to context, this talk then examines a graduate student program in physics that is designed to augment the traditional training of graduate students in order to more fully inform and prepare students for their future roles. Data are presented from a study of a local four-year implementation of the national Preparing Future Physics Faculty Program to document the structure, key features, and outcomes of the program. Results include a framework and general heuristics for successful implementation, and the impact of emphasizing education and physics education research. Among the findings, this graduate training program demonstrates one mechanism for infusing physics education research and its findings into the broader physics community. [1] Shulman. L.S., Professing the Liberal Arts, In Education and Democracy: Re-imagining Liberal Learning in America, edited by Robert Orrill. New York: College Board Publications, 1997

Preparing Future Biology Faculty: An Advanced Professional Development Program for Graduate Students

ERIC Educational Resources Information Center

Lockwood, Stephanie A.; Miller, Amanda J.; Cromie, Meghan M.

2014-01-01

Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy…

Conceptualizing a Framework for Advanced Placement Statistics Teaching Knowledge

ERIC Educational Resources Information Center

Haines, Brenna

2015-01-01

The purpose of this article is to sketch a conceptualization of a framework for Advanced Placement (AP) Statistics Teaching Knowledge. Recent research continues to problematize the lack of knowledge and preparation among secondary level statistics teachers. The College Board's AP Statistics course continues to grow and gain popularity, but is a…

Comparing Video Modeling and Graduated Guidance Together and Video Modeling Alone for Teaching Role Playing Skills to Children with Autism

ERIC Educational Resources Information Center

Akmanoglu, Nurgul; Yanardag, Mehmet; Batu, E. Sema

2014-01-01

Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted…

Critical Values and Transforming Data: Teaching Statistics with Social Justice

ERIC Educational Resources Information Center

Lesser, Lawrence M.

2007-01-01

Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of…

The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

PubMed Central

Carlin, Charles H.; Boarman, Katie; Carlin, Emily; Inselmann, Karissa

2013-01-01

In the present feasibility study, e-supervision was used to provide university liaison supervision to speech-language pathology (SLP) graduate students enrolled in student teaching practica. Utilizing a mixed methodology approach, interview and survey data were compared in order to identify similarities and differences between in-person and e-supervision, and guide future practice. Results showed e-supervised graduate students perceived that they received adequate supervision, feedback, support, and communication. Further, e-supervision provided additional benefits to supervisors, children on the caseload, and universities. Despite the benefits, disadvantages emerged. Implications for future practice and limitations of the study were identified. PMID:25945215

Teaching Photovoltaics: From Grammar School to Graduate School

NASA Astrophysics Data System (ADS)

Ahrenkiel, Richard

2009-05-01

Photovoltaics (PV) has certainly become the topic of the times in economic and political circles. I have had the opportunity to teach some aspect of the subject at a wide range of educational levels. I taught a graduate course, as an Adjunct Professor at the Colorado School of Mines (CSM), over the time period from 1990 to 2000. As a consequence of various outreach programs, like those sponsored by the National Renewable Energy Laboratory, I have given presentations to audiences ranging from grammar school to high school. I have given another type of presentation to the service clubs like Rotary International and Kiwanis Clubs. Finally, in recent years and the rapid growth of the photovoltaic industry, I have been asked to give a basic presentation to business people with modest technical backgrounds. Each audience presents a different set of challenges and each requires a different type of presentation.

Developing Statistical Knowledge for Teaching during Design-Based Research

ERIC Educational Resources Information Center

Groth, Randall E.

2017-01-01

Statistical knowledge for teaching is not precisely equivalent to statistics subject matter knowledge. Teachers must know how to make statistics understandable to others as well as understand the subject matter themselves. This dual demand on teachers calls for the development of viable teacher education models. This paper offers one such model,…

Reducing Anxiety and Increasing Self-Efficacy within an Advanced Graduate Psychology Statistics Course

ERIC Educational Resources Information Center

McGrath, April L.; Ferns, Alyssa; Greiner, Leigh; Wanamaker, Kayla; Brown, Shelley

2015-01-01

In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach.…

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches

PubMed Central

Schussler, Elisabeth E.; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

2015-01-01

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. PMID:26231562

Assessing Demand for Graduate and Professional Programs.

ERIC Educational Resources Information Center

Syverson, Peter D.

1996-01-01

Graduate education is entering an era of market segmentation, varying student demand, and changing requirements from employers, meaning graduate students will assess graduate opportunities differently and institutions will assess programs differently. The traditional view of graduate study as preparation for a research or teaching career and…

The Quantitative Preparation of Future Geoscience Graduate Students

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Hancock, G. S.

2006-12-01

Modern geoscience is a highly quantitative science. In February, a small group of faculty and graduate students from across the country met to discuss the quantitative preparation of geoscience majors for graduate school. The group included ten faculty supervising graduate students in quantitative areas spanning the earth, atmosphere, and ocean sciences; five current graduate students in these areas; and five faculty teaching undergraduate students in the spectrum of institutions preparing students for graduate work. Discussion focused in four key ares: Are incoming graduate students adequately prepared for the quantitative aspects of graduate geoscience programs? What are the essential quantitative skills are that are required for success in graduate school? What are perceived as the important courses to prepare students for the quantitative aspects of graduate school? What programs/resources would be valuable in helping faculty/departments improve the quantitative preparation of students? The participants concluded that strengthening the quantitative preparation of undergraduate geoscience majors would increase their opportunities in graduate school. While specifics differed amongst disciplines, a special importance was placed on developing the ability to use quantitative skills to solve geoscience problems. This requires the ability to pose problems so they can be addressed quantitatively, understand the relationship between quantitative concepts and physical representations, visualize mathematics, test the reasonableness of quantitative results, creatively move forward from existing models/techniques/approaches, and move between quantitative and verbal descriptions. A list of important quantitative competencies desirable in incoming graduate students includes mechanical skills in basic mathematics, functions, multi-variate analysis, statistics and calculus, as well as skills in logical analysis and the ability to learn independently in quantitative ways

A Modified Moore Approach to Teaching Mathematical Statistics: An Inquiry Based Learning Technique to Teaching Mathematical Statistics

ERIC Educational Resources Information Center

McLoughlin, M. Padraig M. M.

2008-01-01

The author of this paper submits the thesis that learning requires doing; only through inquiry is learning achieved, and hence this paper proposes a programme of use of a modified Moore method in a Probability and Mathematical Statistics (PAMS) course sequence to teach students PAMS. Furthermore, the author of this paper opines that set theory…

Referencing and Citation for Graduate Students: Gain without Pain

ERIC Educational Resources Information Center

Krol, Ed S.; Krol, Lisa M.

2012-01-01

The objective of this paper is to share with other educators a teaching method that was developed to help graduate students, and potentially undergraduate students, understand how to properly reference and cite academic papers. In an attempt to teach rather than reprimand, a new teaching practice was developed for a graduate class at the…

From students to researchers: The education of physics graduate students

NASA Astrophysics Data System (ADS)

Lin, Yuhfen

This dissertation aims to make two research contributions: (1) In physics education research, this work aims to advance our understanding of physics student learning at the graduate level. This work attempts to better understand how physics researchers and teachers are produced, and what factors support or encourage the process of becoming a researcher and a teacher. (2) In cognitive science research in the domain of expert/novice differences, researchers are interested in defining and understanding what expertise is. This work aims to provide some insight into some of the components of expertise that go into becoming a competent expert researcher in the domain of physics. This in turn may contribute to our general understanding of expertise across multiple domains. Physics graduate students learn in their classes as students, teach as teaching assistants, and do research with research group as apprentices. They are expected to transition from students to independent researchers and teachers. The three activities of learning, teaching, and research appear to be very different and demand very different skill-sets. In reality, these activities are interrelated and have subtle effects on each other. Understanding how students transition from students to researchers and teachers is important both to PER and physics in general. In physics, an understanding of how physics students become researchers may help us to keep on training physicists who will further advance our understanding of physics. In PER, an understanding of how graduate students learn to teach will help us to train better physics teachers for the future. In this dissertation, I examine physics graduate students' approaches to teaching, learning, and research through semi-structured interviews. The collected data is interpreted and analyzed through a framework that focuses on students' epistemological beliefs and locus of authority. The data show how students' beliefs about knowledge interact with their

Graduate Teaching Assistants; Critical Colleagues or Casual Components in the Undergraduate Laboratory Learning? An Exploration of the Role of the Postgraduate Teacher in the Sciences

ERIC Educational Resources Information Center

Ryan, Barry J.

2014-01-01

Laboratory training is key to many science subjects and those that teach the practical laboratory skills maintain a pivotal role in undergraduate science training. Graduate Teaching Assistants (GTAs) are regularly used in higher education institutes to teach these practical lab skills. The GTA can be involved in both laboratory teaching and…

College Enrollment and Work Activity of 2006 High School Graduate. Bureau of Labor Statistics News. USDL 07-0604

ERIC Educational Resources Information Center

Bureau of Labor Statistics, 2007

2007-01-01

In October 2006, 65.8 percent of high school graduates from the class of 2006 were enrolled in colleges or universities, according to data released by the U.S. Department of Labor's Bureau of Labor Statistics. Since 2001, the college enrollment rate for recent high school graduates has been trending upward. Information on school enrollment and…

A national follow-up survey of UK graduates opinion of undergraduate oral surgery teaching.

PubMed

Macluskey, M; Shepherd, S; Carter, E; Bulsara, Y; Durham, J A; Bell, A; Dargue, A; Emanuel, C; Freeman, C; Jones, J; Khawaja, N; Leeson, R; Marley, J; Andiappan, M; Millsopp, L; Nayyer, N; Renton, T; Taylor, K; Thomson, P; Toedtling, V

2016-08-01

A national follow-up survey was undertaken to determine whether dental graduates from 2009 perceived that their undergraduate oral surgery education had equipped them for general dental practice 4 years after graduating. Graduates from the same 13 United Kingdom dental schools who had taken part in the original survey were invited to take part in this follow-up online survey. Their contact details were identified via the general dental council register, social media and alumni groups. In total, 161 responded (2009b) which represents 16% of the graduates of the original survey in 2009a. A similar percentage of these respondents perceived that the teaching in oral surgery had given them sufficient knowledge to undertake independent practice (83% and 79% in 2009a and 2009b, respectively). Most respondents (99% in both years) reported confidence in undertaking simple forceps exodontia. Confidence in surgical exodontia was poor in both surveys, but one area that appeared improved in the follow-up related to the sectioning of teeth (84% in 2009b compared with 49% in 2009a). Areas of weakness identified in 2009 were reported to be improved in the follow-up. This follow-up survey supports the findings of the original survey. Future longitudinal studies would allow institutions to identify possible weaknesses in their curriculum and to track the career development of their graduates and facilitate robust data collection. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Science Teaching Beliefs and Reported Approaches within a Research University: Perspectives from Faculty, Graduate Students, and Undergraduates

ERIC Educational Resources Information Center

Marbach-Ad, Gili; Ziemer, Kathryn Schaefer; Orgler, Michal; Thompson, Katerina V.

2014-01-01

This study explores and compares the perspectives of three populations (faculty members, graduate students, and undergraduates) toward science teaching in the College of Chemical and Life Sciences at a research-intensive university. In particular, we investigate the role of faculty professional development in reforming undergraduate science…

Statistical Mechanics: A Concise Introduction for Chemists (by Benjamin Widom)

NASA Astrophysics Data System (ADS)

Kovac, Jeffrey

2002-11-01

This book should be in the hands of everyone who teaches undergraduate physical chemistry to provide a model for what can be taught in that course beyond the material contained in the standard textbooks. Graduate students and faculty who need to learn statistical mechanics can hardly find a better introduction. Even those who regularly teach a graduate course in this area will get some new ideas and inspiration from one of the leading practitioners of the field. For completeness, I must add that the book has one weakness. Although there are excellent in-chapter exercises with solutions, there are no end-of-chapter problems. Since there are many sources of good problems, this is a minor flaw in an otherwise wonderful book.

College Enrollment and Work Activity of 2005 High School Graduates. Bureau of Labor Statistics News. USDL 06-514

ERIC Educational Resources Information Center

Bureau of Labor Statistics, 2006

2006-01-01

In October 2005, 68.6 percent of high school graduates from the class of 2005 were enrolled in colleges or universities, according to data released on March 24, 2006 by the U.S. Department of Labor's Bureau of Labor Statistics. The college enrollment rate for recent high school graduates was a historical high for the series dating back to 1959.…

System to outline the graduate students.

PubMed

Schanaider, Alberto

2015-01-01

to evaluate the system to outline the graduate students from the Post-Graduate Programs of CAPES Medicine III area. it was analyzed the book of indicators and the Document of Area of the Post-Graduate Programs of Surgery, also checking the literature about this issue. there was a paucity of data from most of the programs, as regards to the methods for evaluation of graduate students. The current system lacks a standard and an institutional support to outline the graduate students. In the public system there is a concentration of postgraduate students in Medicine; however, they represent a small part of those Brazilians students who finished their graduation courses in Medicine. In the current context, the quest for the post graduate courses and consequently for a research field or even a teaching career, has been replaced by the private sector jobs and the labor market, both in non-academic assistance activities. it is imperative to establish not only science and technology innovation policies but also educational and health policies acting harmoniously and stimulating the qualification and the teaching career, improving the post-graduate courses. It is necessary to develop a single form under the institutional guidance of CAPES with the conception of a National Program for Graduate Student in order to consolidate guidelines to mapping the graduate students of post-graduate programs in surgery, in our country.

Who applies and who gets admitted to UK graduate entry medicine? - an analysis of UK admission statistics

PubMed Central

2011-01-01

Background Graduate-entry medicine is a recent development in the UK, intended to expand and broaden access to medical training. After eight years, it is time to evaluate its success in recruitment. Objectives This study aimed to compare the applications and admissions profiles of graduate-entry programmes in the UK to traditional 5 and 6-year courses. Methods Aggregate data on applications and admissions were obtained from the Universities and Colleges Admission Service covering 2003 to 2009. Data were extracted, grouped as appropriate and analysed with the Statistical Package for the Social Sciences. Results Graduate-entry attracts 10,000 applications a year. Women form the majority of applicants and admissions to graduate-entry and traditional medicine programmes. Graduate-entry age profile is older, typically 20's or 30's compared to 18 or 19 years in traditional programmes. Graduate-entry applications and admissions were higher from white and black UK ethnic communities than traditional programmes, and lower from southern and Chinese Asian groups. Graduate-entry has few applications or admissions from Scotland or Northern Ireland. Secondary educational achievement is poorer amongst graduate-entry applicants and admissions than traditional programmes. Conclusions Graduate-entry has succeeded in recruiting substantial additional numbers of older applicants to medicine, in which white and black groups are better represented and Asian groups more poorly represented than in traditional undergraduate programmes. PMID:21943332

Travailleurs-Euses, Étudiant-Es : Même Combat! Association of Graduate Students Employed at McGill (AGSEM), 2012-2013 Teaching Assistants' Unit Executive

ERIC Educational Resources Information Center

McGill Journal of Education, 2013

2013-01-01

In the wake of the Québec student movement, graduate students of the 2012-2013 executive team for the Teaching Assistants' Unit of the Association of Graduate Students Employed at McGill (AGSEM) reflect on their individual backgrounds and motivations for pursuing union work. With various opportunities for employment on and off campus, what compels…

How Do We Train Our Future Faculty to Teach? A Multidisciplinary Comparison of Graduate-Level Pedagogy Courses Offered at A Large Midwestern University

ERIC Educational Resources Information Center

O'Loughlin, Valerie Dean; Kearns, Katherine; Sherwood-Laughlin, Catherine; Robinson, Jennifer Meta

2017-01-01

This study examines and documents graduate pedagogy courses offered at a large Midwestern research university. Thirty-three graduate pedagogy course instructors from 32 departments (a majority of those offering courses) completed an online survey. We report on enrollment demographics, preparation of faculty to teach such a course, and how a…

Graduate Engineering Education Today

ERIC Educational Resources Information Center

Pettit, Joseph M.; Gere, James M.

1969-01-01

Describes rapid growth of graduate education in engineering between 1900 and 1969. Points out need for graduate curricula in engineering that are both practical and research-oriented. Adapted from paper presented at International Conference on the Trends in the Teaching and Training of Engineers, Paris, France, December 9-13, 1968, and at Second…

Embedding Evidence-based Practice Education into a Post-graduate Physiotherapy Program: Eight Years of pre-Post Course Evaluations.

PubMed

Perraton, L; Machotka, Z; Grimmer, K; Gibbs, C; Mahar, C; Kennedy, K

2017-04-01

Little has been published about the effectiveness of training postgraduate physiotherapy coursework students in research methods and evidence-based practice (EBP) theory. Graduate qualities in most universities include lifelong learning. Inclusion of EBP in post-graduate coursework students' training is one way for students to develop the knowledge and skills needed to implement current best evidence in their clinical practice after graduation, thereby facilitating lifelong learning. This paper reports on change in confidence and anxiety in knowledge of statistical terminology and concepts related to research design and EBP in eight consecutive years of post-graduate physiotherapy students at one Australian university. Pre-survey/post-survey instruments were administered to students in an intensive 3-week post-graduate course, which taught health research methods, biostatistics and EBP. This course was embedded into a post-graduate physiotherapy programme from 2007 to 2014. The organization and delivery of the course was based on best pedagogical evidence for effectively teaching adult physiotherapists. The course was first delivered each year in the programme, and no other course was delivered concurrently. There were significant improvements in confidence, significantly decreased anxiety and improvements in knowledge of statistical terminology and concepts related to research design and EBP, at course completion. Age, gender and country of origin were not confounders on learning outcomes, although there was a (non-significant) trend that years of practice negatively impacted on learning outcomes (p = 0.09). There was a greater improvement in confidence in statistical terminology than in concepts related to research design and EBP. An intensive teaching programme in health research methods and biostatistics and EBP, based on best practice adult physiotherapy learning principles, is effective immediately post-course, in decreasing anxiety and increasing

Graduate students' perceptions of contrapower sexual harassment.

PubMed

Mohipp, Charmaine; Senn, Charlene Y

2008-09-01

This study compared the perceptions of 172 graduate students to traditional versus contrapower sexual harassment. Graduate students are a unique sample due to their dual role as a student and a teacher. After controlling for attitudes toward feminism and sexual harassment, participants viewed contrapower sexual harassment as less indicative of sexual harassment than traditional sexual harassment. Those with teaching experience perceived the scenarios provided as more indicative of sexual harassment than participants without teaching experience, and this effect was magnified for males. These findings suggest that people take sexual harassment less seriously in contrapower sexual harassment than in traditional sexual harassment. Furthermore, it is possible that teaching experience makes graduate students more aware of the complicated power differentials involved in classroom settings.

Meeting the Challenges of Teaching in a Different Cultural Environment--Evidence from Graduate Management Schools in Thailand

ERIC Educational Resources Information Center

Kainzbauer, Astrid; Hunt, Brian

2016-01-01

In this paper we describe the efforts of foreign university teachers in graduate schools in Thailand as they incorporate cultural knowledge into their classroom teaching styles and methodology. Through in-depth semi-structured interviews we have gathered qualitative data on the teachers' concerns, mindsets and their proposed solutions. We build up…

Choosing Teaching as a Career in Urban Public Catholic and Jewish Schools by Graduates of Elite Colleges

ERIC Educational Resources Information Center

Tamir, Eran

2014-01-01

Recruitment, preparation, and retention of graduates of elite colleges is considered an innovative approach to improve teacher quality and promote change in the neediest schools. While the debate over the effectiveness of such programs is heavily focused on programs like Teach For America, this paper considers three teacher preparation programs…

'Peacekeepers' and 'Machine Factories': Tracing Graduate Teaching Assistant Subjectivity in a Neoliberalised University

ERIC Educational Resources Information Center

Raaper, Rille

2018-01-01

Guided by a Foucauldian theorisation, this article explores Graduate Teaching Assistant (GTA) experiences of their work and subjectivity in a neoliberalised higher education environment. By drawing on a research project with GTAs from one UK university, the article argues that GTA work is increasingly shaped by neoliberal reforms. The GTAs…

The Importance of Teaching Power in Statistical Hypothesis Testing

ERIC Educational Resources Information Center

Olinsky, Alan; Schumacher, Phyllis; Quinn, John

2012-01-01

In this paper, we discuss the importance of teaching power considerations in statistical hypothesis testing. Statistical power analysis determines the ability of a study to detect a meaningful effect size, where the effect size is the difference between the hypothesized value of the population parameter under the null hypothesis and the true value…

Growing a Garden without Water: Graduate Teaching Assistants in Introductory Science Laboratories at a Doctoral/Research University

ERIC Educational Resources Information Center

Luft, Julie A.; Kurdziel, Josepha P.; Roehrig, Gillian H.; Turner, Jessica

2004-01-01

Graduate teaching assistants (GTAs) in the sciences are a common feature of U.S. universities that have a prominent mission of research. During the past 2 decades, increased attention has been paid to the professional development of GTAs as instructors. As a result, universities have created training programs to assist GTAs in selecting…

Against Inferential Statistics: How and Why Current Statistics Teaching Gets It Wrong

ERIC Educational Resources Information Center

White, Patrick; Gorard, Stephen

2017-01-01

Recent concerns about a shortage of capacity for statistical and numerical analysis skills among social science students and researchers have prompted a range of initiatives aiming to improve teaching in this area. However, these projects have rarely re-evaluated the content of what is taught to students and have instead focussed primarily on…

Attitude and skill levels of graduate health professionals in performing cardiopulmonary resuscitation

PubMed Central

Gebreegziabher Gebremedhn, Endale; Berhe Gebregergs, Gebremedhn; Anderson, Bernard Bradley; Nagaratnam, Vidhya

2017-01-01

Background Cardiopulmonary resuscitation (CPR) is an emergency procedure used to treat victims following cardiopulmonary arrest. Graduate health professionals at the University of Gondar Teaching Hospital manage many trauma and critically ill patients. The chance of survival after cardiopulmonary arrest may be increased with sufficient attitude and skill levels. The study aimed to assess the attitude and skill levels of graduate health professionals in performing CPR. Methods A hospital-based cross-sectional study was conducted from May 1 to 30, 2013, at the University of Gondar Teaching Hospital. The mean attitude and skill scores were compared for sex, original residence, and department of the participants using Student’s t-test and analysis of variance (Scheffe’s test). P-values <0.05 were considered to be statistically significant. Results Of the 506 graduates, 461 were included in this study with a response rate of 91.1%. The mean attitude scores of nurse, interns, health officer, midwifery, anesthesia, and psychiatric nursing graduates were 1.15 (standard deviation [SD] =1.67), 8.21 (SD =1.24), 7.2 (SD =1.49), 6.69 (SD =1.83), 8.19 (SD =1.77), and 7.29 (SD =2.01), respectively, and the mean skill scores were 2.34 (SD =1.95), 3.77 (SD =1.58), 1.18 (SD =1.52), 2.16 (SD =1.93), 3.88 (SD =1.36), and 1.21 (SD =1.77), respectively. Conclusion and recommendations Attitude and skill level of graduate health professionals with regard to CPR were insufficient. Training on CPR for graduate health professionals needs to be given emphasis. PMID:28123315

What's Missing in Teaching Probability and Statistics: Building Cognitive Schema for Understanding Random Phenomena

ERIC Educational Resources Information Center

Kuzmak, Sylvia

2016-01-01

Teaching probability and statistics is more than teaching the mathematics itself. Historically, the mathematics of probability and statistics was first developed through analyzing games of chance such as the rolling of dice. This article makes the case that the understanding of probability and statistics is dependent upon building a…

Graduate students teaching elementary earth science through interactive classroom lessons

NASA Astrophysics Data System (ADS)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

Factors Affecting the Development and Evolution of the Teaching Beliefs of Future Geoscience Professors

NASA Astrophysics Data System (ADS)

Chapman, LeeAnna Tiffany Young

graduate students and post-doctoral fellows. Participants who took part in professional development experiences with a duration of a semester or longer exhibited the most reformed beliefs. In addition, females, PhD students and post-doctoral scholars, and participants with teaching assistant experience had statistically more reformed beliefs than their counterparts. A second round of survey and data collected 12-18 months after the first data collection event revealed that participants who had completed teaching-related professional development in the interim were the only population to experience a statistically significant improvement toward more reformed teaching beliefs. Longer and more rigorous experiences such as pedagogy courses resulted in greater change toward more reformed beliefs. A grounded-theory approach was used to analyze case study interview transcripts and determine relevant themes that influenced teaching beliefs, interest in teaching, or interest in an academic career. The teaching beliefs of our geoscience graduate students and post-doctoral scholars were most strongly influenced by professional development and instructors who they have encountered during their academic experience, with both positive and negative consequences. Participants were most likely to want to teach because of their potential impact on students, their own student experience, and external encouragement. However, they also encountered instances of teaching discouragement. Graduate students and post-doctoral scholars were interested in an academic career because of the impact they can have on students and because of the perceived flexibility and autonomy associated with such careers. To best prepare graduate students and post-docs for future careers in academia, effective professional development, positive mentoring, and opportunities to teach are crucial.

Evaluating Executive Strategies (Management Strategies and Teaching-Learning Strategies) of Graduate Curriculum: Case Study in Isfahan University

ERIC Educational Resources Information Center

Rahmanpour, Muhammad; Ahmadi, Mojtaba; Hatami, Mostafa; Mirzaee, Hamzeh

2017-01-01

The present study seeks to evaluate executive strategies in graduate Curriculum of Isfahan University from the point of view of management and teaching-learning strategies. This study is an applied survey. The population comprised BA students and faculty members of the University of Isfahan. In order to do so, 141 professors and 278 students were…

Assessing Graduate Assistant Teacher Communication Concerns.

ERIC Educational Resources Information Center

Feezel, Jerry D.; Myers, Scott A.

1997-01-01

Finds that graduate teaching assistants (GTAs) experience eight interrelated types of communication concern (self, task, impact, role conflict, teaching, area knowledge, procedural knowledge, and time management). Shows that GTA variables of expected duties, prior teaching experience, newness to area, foreign or domestic birth, and age are likely…

Use of Data Visualisation in the Teaching of Statistics: A New Zealand Perspective

ERIC Educational Resources Information Center

Forbes, Sharleen; Chapman, Jeanette; Harraway, John; Stirling, Doug; Wild, Chris

2014-01-01

For many years, students have been taught to visualise data by drawing graphs. Recently, there has been a growing trend to teach statistics, particularly statistical concepts, using interactive and dynamic visualisation tools. Free down-loadable teaching and simulation software designed specifically for schools, and more general data visualisation…

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research.

PubMed

Reeves, Todd D; Marbach-Ad, Gili; Miller, Kristen R; Ridgway, Judith; Gardner, Grant E; Schussler, Elisabeth E; Wischusen, E William

2016-01-01

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework's outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level. © 2016 T. D. Reeves et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Teach for America, Relay Graduate School, and the Charter School Networks: The Making of a Parallel Education Structure

ERIC Educational Resources Information Center

Mungal, Angus Shiva

2016-01-01

In New York City, a partnership between Teach For America (TFA), the New York City Department of Education (NYCDOE), the Relay Graduate School of Education (Relay), and three charter school networks produced a "parallel education structure" within the public school system. Driving the partnership and the parallel education structure are…

Attitudes of Medical Graduate and Undergraduate Students toward the Learning and Application of Medical Statistics

ERIC Educational Resources Information Center

Wu, Yazhou; Zhang, Ling; Liu, Ling; Zhang, Yanqi; Liu, Xiaoyu; Yi, Dong

2015-01-01

It is clear that the teaching of medical statistics needs to be improved, yet areas for priority are unclear as medical students' learning and application of statistics at different levels is not well known. Our goal is to assess the attitudes of medical students toward the learning and application of medical statistics, and discover their…

Confirmatory Factor Analysis of the System for Evaluation of Teaching Qualities (SETQ) in Graduate Medical Training.

PubMed

Boerebach, Benjamin C M; Lombarts, Kiki M J M H; Arah, Onyebuchi A

2016-03-01

The System for Evaluation of Teaching Qualities (SETQ) was developed as a formative system for the continuous evaluation and development of physicians' teaching performance in graduate medical training. It has been seven years since the introduction and initial exploratory psychometric analysis of the SETQ questionnaires. This study investigates the validity and reliability of the SETQ questionnaires across hospitals and medical specialties using confirmatory factor analyses (CFAs), reliability analysis, and generalizability analysis. The SETQ questionnaires were tested in a sample of 3,025 physicians and 2,848 trainees in 46 hospitals. The CFA revealed acceptable fit of the data to the previously identified five-factor model. The high internal consistency estimates suggest satisfactory reliability of the subscales. These results provide robust evidence for the validity and reliability of the SETQ questionnaires for evaluating physicians' teaching performance. © The Author(s) 2014.

Enhancing an Undergraduate Business Statistics Course: Linking Teaching and Learning with Assessment Issues

ERIC Educational Resources Information Center

Fairfield-Sonn, James W.; Kolluri, Bharat; Rogers, Annette; Singamsetti, Rao

2009-01-01

This paper examines several ways in which teaching effectiveness and student learning in an undergraduate Business Statistics course can be enhanced. First, we review some key concepts in Business Statistics that are often challenging to teach and show how using real data sets assist students in developing deeper understanding of the concepts.…

Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2012-01-01

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of classes they teach. Data collection was via an online survey composed of subscales from two validated instruments, as well as one open-ended question asking students to compare the same class taught by a professor versus a GTA. Quantitative and qualitative results indicated that some student instructional perceptions are specific to instructor type, and not class type. For example, regardless of type of class, professors are perceived as being confident, in control, organized, experienced, knowledgeable, distant, formal, strict, hard, boring, and respected. Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching. Overall, undergraduates seem to perceive professors as having more knowledge and authority over the curriculum, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA professional development programs. PMID:22665591

Teaching ethical aptitude to graduate student researchers.

PubMed

Weyrich, Laura S; Harvill, Eric T

2013-01-01

Limited time dedicated to each training areas, irrelevant case-studies, and ethics "checklists" have resulted in bare-bones Responsible Conduct of Research (RCR) training for present biomedical graduate student researchers. Here, we argue that science graduate students be taught classical ethical theory, such as virtue ethics, consequentialist theory, and deontological theory, to provide a basic framework to guide researchers through ethically complex situations and examine the applicability, implications, and societal ramifications of their research. Using a relevant biomedical research example to illustrate this point, we argue that proper ethics training for graduate student researchers not only will enhance current RCR training, but train more creative, responsible scientists.

Graduate and Undergraduate Students Together: An Experiential Learning Model for Teaching Student Development Theory in Student Personnel Preparation Programs.

ERIC Educational Resources Information Center

Champagne, Delight E.

Undergraduates on college campuses are one of the best resources for learning about college student development. Nonetheless, graduate programs which prepare student personnel professionals have typically neglected to involve undergraduates in courses which attempt to teach student development theory and research. Without input and feedback from…

Processes of Middle-Class Reproduction in a Graduate Employment Scheme

ERIC Educational Resources Information Center

Smart, Sarah; Hutchings, Merryn; Maylor, Uvanney; Mendick, Heather; Menter, Ian

2009-01-01

Teach First is an educational charity that places graduates to teach in "challenging" schools for two years. It is marketed as an opportunity to develop employability while "making a difference". In this paper, I examine the process of class reproduction occurring in this graduate employment scheme through examining the…

Teaching concept analysis to graduate nursing students.

PubMed

Schiller, Catharine J

2018-04-01

To provide guidance to educators who use the Wilson (1963) concept analysis method, as modified by Walker and Avant (2011), in their graduate nursing curriculum BACKGROUND: While graduate nursing curricula often include a concept analysis assignment, there is a paucity of literature to assist educators in guiding students through this challenging process. This article details one way for educators to assist graduate nursing students in learning how to undertake each step of the Wilson (1963) concept analysis method, as modified by Walker and Avant (2011). Wilson (1963) concept analysis method, as modified by Walker and Avant (2011). Using examples, this article walks the reader through the Walker and Avant (2011) concept analysis process and addresses those issues commonly encountered by educators during this process. This article presented one way of walking students through a Walker and Avant (2011) concept analysis. Having clear information about the steps involved in developing a concept analysis will make it easier for educators to incorporate it into their graduate nursing curriculum and to effectively guide students on their journey through this process. © 2018 Wiley Periodicals, Inc.

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored student ratings of instruction by GTAs and faculty members to see whether perceptions differed by instructor type, whether they changed over a semester, and whether certain instructor traits were associated with student perceptions of their instructors’ teaching effectiveness or how much students learned from their instructors. Students rated their faculty instructors and GTAs for 13 instructor descriptors at the beginning and near the end of the semester in eight biology classes. Analyses of these data identified differences between instructor types; moreover, student perception changed over the semester. Specifically, GTA ratings increased in perception of positive instructional descriptors, while faculty ratings declined for positive instructional descriptors. The relationship of these perception changes with student experience and retention should be further explored, but the findings also suggest the need to differentiate professional development by the different instructor types teaching lower-division science courses to optimize teaching effectiveness and student learning in these important gateway courses. PMID:23463232

Teaching Health Center Graduate Medical Education Locations Predominantly Located in Federally Designated Underserved Areas.

PubMed

Barclift, Songhai C; Brown, Elizabeth J; Finnegan, Sean C; Cohen, Elena R; Klink, Kathleen

2016-05-01

Background The Teaching Health Center Graduate Medical Education (THCGME) program is an Affordable Care Act funding initiative designed to expand primary care residency training in community-based ambulatory settings. Statute suggests, but does not require, training in underserved settings. Residents who train in underserved settings are more likely to go on to practice in similar settings, and graduates more often than not practice near where they have trained. Objective The objective of this study was to describe and quantify federally designated clinical continuity training sites of the THCGME program. Methods Geographic locations of the training sites were collected and characterized as Health Professional Shortage Area, Medically Underserved Area, Population, or rural areas, and were compared with the distribution of Centers for Medicare and Medicaid Services (CMS)-funded training positions. Results More than half of the teaching health centers (57%) are located in states that are in the 4 quintiles with the lowest CMS-funded resident-to-population ratio. Of the 109 training sites identified, more than 70% are located in federally designated high-need areas. Conclusions The THCGME program is a model that funds residency training in community-based ambulatory settings. Statute suggests, but does not explicitly require, that training take place in underserved settings. Because the majority of the 109 clinical training sites of the 60 funded programs in 2014-2015 are located in federally designated underserved locations, the THCGME program deserves further study as a model to improve primary care distribution into high-need communities.

Teaching an Introductory Statistics Course with CyberStats, an Electronic Textbook

ERIC Educational Resources Information Center

Symanzik, Jurgen; Vukasinovic, Natascha

2006-01-01

In the Fall 2001 semester, we taught a "Web-enhanced" version of the undergraduate course "Statistical Methods" ("STAT 2000") at Utah State University. The course used the electronic textbook CyberStats in addition to "face-to-face" teaching. This paper gives insight in our experiences in teaching this…

Combining interdisciplinary and International Medical Graduate perspectives to teach clinical and ethical communication using multimedia.

PubMed

Woodward-Kron, Robyn; Flynn, Eleanor; Delany, Clare

2011-01-01

In Australia, international medical graduates (IMGs) play a crucial role in addressing workforce shortages in healthcare. Their ability to deliver safe and effective healthcare in an unfamiliar cultural setting is intrinsically tied to effective communication. Hospital-based medical clinical educators, who play an important role in providing communication training to IMGs, would benefit from practical resources and an understanding of the relevant pedagogies to address these issues in their teaching. This paper examines the nature of an interdisciplinary collaboration to develop multimedia resources for teaching clinical and ethical communication to IMGs. We describe the processes and dynamics of the collaboration, and outline the methodologies from applied linguistics, medical education, and health ethics that we drew upon. The multimedia consist of three video clips of challenging communication scenarios as well as experienced IMGs talking about communication and ethics. The multimedia are supported by teaching guidelines that address relevant disciplinary concerns of the three areas of collaboration. In the paper's discussion we point out the pre-conditions that facilitated the interdisciplinary collaboration. We propose that such collaborative approaches between the disciplines and participants can provide new perspectives to address the multifaceted challenges of clinical teaching and practice.

Training Graduate Teaching Assistants in the Geosciences: Our Practices vs. Perceived Needs

NASA Astrophysics Data System (ADS)

Teasdale, R.; Ryker, K.; Bitting, K. S.

2016-12-01

Graduate Teaching Assistants (GTAs) in the geosciences are responsible for teaching a large proportion of undergraduate students in many universities. Often, GTAs are primary instructors in small laboratory sections of large enrollment courses, putting them in the position of having a more personalized relationship with students, in what is often the most interactive portion of an introductory course. Anecdotally, geoscientists recognize that GTAs also have a broad range of responsibilities, but there is wide variation in the content and timing of the training they receive. Until now, no comprehensive survey has been conducted to capture and analyze this distribution in a systematic way. Data from a nationwide survey of 120 geoscientists is used here to characterize the ways GTAs are trained as well as respondents' priorities for GTA training. Respondents include faculty from PhD- and MS- granting institutions (81.4%) and MS-only granting institutions (18.5%). According to the survey, most GTAs teach laboratory sections (95.6%), and many teach lecture sections (38.9%). In many cases, GTAs support instructors during or outside of the "lecture" section (e.g. grading, 77.1%). Of GTAs who teach lecture or lab sections, most receive required training from their department or the university, commonly on a single day just before the start of the semester. GTA training typically includes logistical information (where to find materials, professionalism), but less than 40% of GTAs are required to participate in pedagogical training. In contrast, pedagogy was most often rated very important or important (74.2%) by survey respondents. The disconnect between the geoscience community's current practices in GTA training and our current values suggests that GTA training programs are needed, and that the community can benefit from reports on the success of existing programs and the dissemination of adaptable models for GTA pedagogical training.

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

Uses and Misuses of Student Evaluations of Teaching: The Interpretation of Differences in Teaching Evaluation Means Irrespective of Statistical Information

ERIC Educational Resources Information Center

Boysen, Guy A.

2015-01-01

Student evaluations of teaching are among the most accepted and important indicators of college teachers' performance. However, faculty and administrators can overinterpret small variations in mean teaching evaluations. The current research examined the effect of including statistical information on the interpretation of teaching evaluations.…

Using Stimulus Equivalence-Based Instruction to Teach Graduate Students in Applied Behavior Analysis to Interpret Operant Functions of Behavior

ERIC Educational Resources Information Center

Albright, Leif; Schnell, Lauren; Reeve, Kenneth F.; Sidener, Tina M.

2016-01-01

Stimulus equivalence-based instruction (EBI) was used to teach four, 4-member classes representing functions of behavior to ten graduate students. The classes represented behavior maintained by attention (Class 1), escape (Class 2), access to tangibles (Class 3), and automatic reinforcement (Class 4). Stimuli within each class consisted of a…

Teaching, leadership, scholarly productivity, and level of activity in the chiropractic profession: a study of graduates of the Los Angeles College of Chiropractic radiology residency program

PubMed Central

Young, Kenneth J.; Siordia, Lawrence

2012-01-01

Objective The purpose of this study was to track the graduates of the Los Angeles College of Chiropractic (LACC) radiology residency program, review their scholarly productivity, and report those involved in teaching and leadership positions. Methods Former LACC residents’ career information was identified through publicly available electronic documents including Web sites and social media. PubMed and the Index to Chiropractic Literature databases were searched for chiropractic graduate job surveys, and proportional comparisons were made between the career paths of LACC radiology residency graduates and those of non–residency-trained chiropractors. Results Of 47 former LACC residents, 28 (60%) have or previously had careers in tertiary (chiropractic) education; and 12 (26%) have attained a department chair position or higher at tertiary teaching institutions. Twenty-two (47%) have or previously had private radiology practices, whereas 11 (23%) have or previously had clinical chiropractic practices. Often, residency graduates hold or have held 2 of these positions at once; and one, all 3. Chapters or books were authored by 13 (28%). Conclusion Radiology residency LACC graduates are professionally active, particularly in education, and demonstrate scholarly productivity. PMID:23966885

Computer Managed Instruction: An Application in Teaching Introductory Statistics.

ERIC Educational Resources Information Center

Hudson, Walter W.

1985-01-01

This paper describes a computer managed instruction package for teaching introductory or advanced statistics. The instructional package is described and anecdotal information concerning its performance and student responses to its use over two semesters are given. (Author/BL)

Developing an Interdisciplinary, Distributed Graduate Course for Twenty-First Century Scientists

ERIC Educational Resources Information Center

Wagner, Helene H.; Murphy, Melanie A.; Holderegger, Rolf; Waits, Lisette

2012-01-01

Graduate programs have placed an increasing emphasis on the importance of interdisciplinary education, but barriers to interdisciplinary training still remain. We present a new model for interdisciplinary, cross-institution graduate teaching that combines the best of local teaching, distance learning, and experiential learning to provide students…

Artful Teaching and Learning: The Bank Street Developmental-Interaction Approach at Midtown West School. Teaching for a Changing World: The Graduates of Bank Street College of Education

ERIC Educational Resources Information Center

Intrator, Sam; Park, Soyoung; Lit, Ira

2015-01-01

This case study is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." Established in 1989, Midtown West is a New York City public elementary school serving approximately 350 students from kindergarten through grade five. With the support of Tony Alvarado,…

Teaching Bayesian Statistics to Undergraduate Students through Debates

ERIC Educational Resources Information Center

Stewart, Sepideh; Stewart, Wayne

2014-01-01

This paper describes a lecturer's approach to teaching Bayesian statistics to students who were only exposed to the classical paradigm. The study shows how the lecturer extended himself by making use of ventriloquist dolls to grab hold of students' attention and embed important ideas in revealing the differences between the Bayesian and classical…

Graduate Students' Experiences: Developing Self-efficacy.

PubMed

Laurencelle, Francine; Scanlan, Judith

2018-01-09

The nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura's self-efficacy theory. The population for this study included 15 nurse educators with a master's or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences. Two themes emerged from the data: i) the hurdles of learning and ii) being a graduate student. The purpose of this article is to report the findings of faculty members' experiences as graduate students. Understanding these experiences will help graduate faculty understand how graduate students develop self-efficacy throughout their graduate programs. Moreover, findings of this study will help graduate students succeed in a graduate program. Finally, issues related to recruitment and retention are addressed.

Using Real-Life Data When Teaching Statistics: Student Perceptions of this Strategy in an Introductory Statistics Course

ERIC Educational Resources Information Center

Neumann, David L.; Hood, Michelle; Neumann, Michelle M.

2013-01-01

Many teachers of statistics recommend using real-life data during class lessons. However, there has been little systematic study of what effect this teaching method has on student engagement and learning. The present study examined this question in a first-year university statistics course. Students (n = 38) were interviewed and their reflections…

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches.

PubMed

Schussler, Elisabeth E; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

2015-01-01

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. © 2015 E. E. Schussler et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Transana Qualitative Video and Audio Analysis Software as a Tool for Teaching Intellectual Assessment Skills to Graduate Psychology Students

ERIC Educational Resources Information Center

Rush, S. Craig

2014-01-01

This article draws on the author's experience using qualitative video and audio analysis, most notably through use of the Transana qualitative video and audio analysis software program, as an alternative method for teaching IQ administration skills to students in a graduate psychology program. Qualitative video and audio analysis may be useful for…

Bridging the Gap: A Framework and Strategies for Integrating the Quality and Safety Mission of Teaching Hospitals and Graduate Medical Education.

PubMed

Tess, Anjala; Vidyarthi, Arpana; Yang, Julius; Myers, Jennifer S

2015-09-01

Integrating the quality and safety mission of teaching hospitals and graduate medical education (GME) is a necessary step to provide the next generation of physicians with the knowledge, skills, and attitudes they need to participate in health system improvement. Although many teaching hospital and health system leaders have made substantial efforts to improve the quality of patient care, few have fully included residents and fellows, who deliver a large portion of that care, in their efforts. Despite expectations related to the engagement of these trainees in health care quality improvement and patient safety outlined by the Accreditation Council for Graduate Medical Education in the Clinical Learning Environment Review program, a structure for approaching this integration has not been described.In this article, the authors present a framework that they hope will assist teaching hospitals in integrating residents and fellows into their quality and safety efforts and in fostering a positive clinical learning environment for education and patient care. The authors define the six essential elements of this framework-organizational culture, teaching hospital-GME alignment, infrastructure, curricular resources, faculty development, and interprofessional collaboration. They then describe the organizational characteristics required for each element and offer concrete strategies to achieve integration. This framework is meant to be a starting point for the development of robust national models of infrastructure, alignment, and collaboration between GME and health care quality and safety leaders at teaching hospitals.

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post-degree survey.

PubMed

Richardson-Hatcher, April; MacPherson, Brian; Gould, Douglas; Brueckner-Collins, Jennifer

2018-03-26

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12-credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty-supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert-style and open-ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching-faculty responsibilities, adequately prepared them for teaching-related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

A Toolkit to Implement Graduate Attributes in Geography Curricula

ERIC Educational Resources Information Center

Spronken-Smith, Rachel; McLean, Angela; Smith, Nell; Bond, Carol; Jenkins, Martin; Marshall, Stephen; Frielick, Stanley

2016-01-01

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards…

Some Suggestions for Graduate School Education

ERIC Educational Resources Information Center

Seidman, Ann

1977-01-01

Some of the implications of the failure of graduate schools to help students find constructive solutions to societal problems are considered. This issue is seen as a crucial one since graduate students are not only teaching assistants, with a major share of the burden of undergraduate education, but become university professors and secondary…

Examination of the teaching styles of nursing professional development specialists, part II: correlational study on teaching styles and use of adult learning theory.

PubMed

Curran, Mary K

2014-08-01

This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development.

Effects of Service-Learning on Graduate Nursing Students: Care and Advocacy for the Impoverished.

PubMed

DeBonis, Ruselle

2016-01-01

Service-learning is a widely used teaching method that appears to be a good fit for graduate nurses, with essential outcomes of advocacy and culturally responsive health care in special populations. However, quantitative evidence to support its effectiveness is minimal. This study evaluated the impact of service-learning on graduate nursing students' cultural competence, civic engagement, and knowledge and understanding of the effects of poverty on health care. Students are required to serve 16 to 20 hours in a nurse-run free clinic as part of their clinical experience. Students (N = 152) completed pre- and postservice surveys. Statistically significant increases were noted in graduate students' civic engagement (p = .0001 to .0495), knowledge and understanding of health care issues (p < .0001), and in three of six statements related to cultural competence (p = .0001 to 9.662). Patient-reported outcomes and community impact is also positive. Service-learning appears to be an effective tool with graduate nurses. Copyright 2016, SLACK Incorporated.

Difficulties in Learning and Teaching Statistics: Teacher Views

ERIC Educational Resources Information Center

Koparan, Timur

2015-01-01

The purpose of this study is to define teacher views about the difficulties in learning and teaching middle school statistics subjects. To serve this aim, a number of interviews were conducted with 10 middle school maths teachers in 2011-2012 school year in the province of Trabzon. Of the qualitative descriptive research methods, the…

Using Paper Helicopters to Teach Statistical Process Control

ERIC Educational Resources Information Center

Johnson, Danny J.

2011-01-01

This hands-on project uses a paper helicopter to teach students how to distinguish between common and special causes of variability when developing and using statistical process control charts. It allows the student to experience a process that is out-of-control due to imprecise or incomplete product design specifications and to discover how the…

Developing Graduate Students' Knowledge of Hardy-Weinberg Equilibrium through Lesson Study

ERIC Educational Resources Information Center

Dotger, Sharon; Barry, Deborah; Wiles, Jason; Benevento, Elizabeth; Brzozowski, Frances; Hurtado-Gonzales, Jorge; Jacobs, Nicole; Royse, Ellen; Sen, Debjeet; Snyder, Julia; Stokes, Robert; Wisner, Ellen

2012-01-01

Existing research on the development of graduate students' teaching competency focuses on the need for their learning opportunities to be contextualized to their specific content area and course structure. A group of graduate teaching assistants collaborated with a biology professor and a science educator in a Japanese Lesson Study to directly…

Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting.

PubMed

Moraros, John; Islam, Adiba; Yu, Stan; Banow, Ryan; Schindelka, Barbara

2015-02-28

Flipped Classroom is a model that's quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effectiveness ratings. The participants in the study consisted of 67 Masters-level graduate students in an introductory epidemiology class. Data was collected from students who completed surveys during three time points (beginning, middle and end) in each term. The Flipped Classroom was employed for the academic year 2012-2013 (two terms) using both pre-class activities and in-class activities. Among the 67 Masters-level graduate students, 80% found the Flipped Classroom model to be either somewhat effective or very effective (M = 4.1/5.0). International students rated the Flipped Classroom to be significantly more effective when compared to North American students (X(2) = 11.35, p < 0.05). Students' perceived effectiveness of the Flipped Classroom had no significant association to their academic performance in the course as measured by their final grades (r s = 0.70). However, students who found the Flipped Classroom to be effective were also more likely to be satisfied with their course experience. Additionally, it was found that the SEEQ variable scores for students enrolled in the Flipped Classroom were significantly higher than the ones for students enrolled prior to the implementation of the Flipped Classroom (p = 0.003). Overall, the format of the Flipped Classroom provided more opportunities for students to engage in critical thinking, independently facilitate their own learning, and more effectively interact with and learn from their peers. Additionally, the instructor was given more flexibility to cover a wider range and depth of material, provide in-class applied

Statistical Knowledge and the Over-Interpretation of Student Evaluations of Teaching

ERIC Educational Resources Information Center

Boysen, Guy A.

2017-01-01

Research shows that teachers interpret small differences in student evaluations of teaching as meaningful even when available statistical information indicates that the differences are not reliable. The current research explored the effect of statistical training on college teachers' tendency to over-interpret student evaluation differences. A…

Expanding the Graduate Education Experience at Scripps Institution of Oceanography, UC San Diego

NASA Astrophysics Data System (ADS)

Peach, C. L.; Kilb, D. L.; Zmarzly, D.; Abeyta, E.

2016-02-01

Emerging career pathways for graduate students in earth, ocean and climate sciences increasingly require skills in teaching and communication. This is true of academic careers, in which demonstrated teaching skills make applicants for faculty positions far more competitive, and traditionally less conventional careers outside of academia that require cross-disciplinary collaboration and/or communication to audiences not directly involved in science research (e.g. policy makers, educators, the public). Yet most graduate education programs provide little to no opportunity or incentive for young investigators to develop and hone these skills, and graduate students are often discouraged from deviating from the traditional "research apprenticeship" model during their graduate education. At Scripps, the Birch Aquarium at Scripps, and UC San Diego Extension, we are developing new ways to integrate teaching, communication, and outreach into our graduate education program, thus broadening the scope of graduate training and better serving the needs and evolving career aspirations of our graduate students. This effort is an integral part of our overall outreach strategy a Scripps in which we seek to combine high quality STEM outreach and teaching with opportunities for Scripps graduate students to put their teaching and communications training into practice. The overall effort is a "win-win" both for our students and for the highly diverse K-16 community in San Diego County. In this talk we will summarize the programmatic efforts currently underway at Scripps, our strategic collaboration with UCSD Extension, which is expanding the capacity and reach of our integrated program, and our plans for sustaining these efforts for the long term.

Roles of Modern Information Technology in Graduate Training

ERIC Educational Resources Information Center

Li, Ruixian; Gao, Song

2009-01-01

Introduction of information technology into the education field has greatly enriched teaching content and forms, and facilitated transformation of teaching mode, teaching approaches and training concepts. Especially for training of graduates, its introduction seems extraordinarily prominent. In this paper, the authors will analyze and discuss…

Training graduate students to be teachers.

PubMed

de-Macedo, D V; de-Paula, E; Torres, B B

1999-12-01

Pedagogic education of graduate students, when and where it exists, is restricted to theoretical courses or to the participation of the students as teachers' assistants. This model is essentially reproductive and offers few opportunities for any significant curriculum innovation. To open an opportunity for novelty we have introduced a new approach in "Biochemistry Teaching", a course included in the Biochemistry Graduate Program of the Biochemistry Department (Universidade Estadual de Campinas and Universidade de São Paulo). The content of the course consists of a) choosing the theme, b) selecting and organizing the topics, c) preparing written material, d) establishing the methodological strategies, e) planning the evaluation tools and, finally, f) as teachers, conducting the course as an optional summer course for undergraduate students. During the first semester the graduate students establish general and specific educational objectives, select and organize contents, decide on the instructional strategies and plan evaluation tools. The contents are explored using a wide range of strategies, which include computer-aided instruction, laboratory classes, small group teaching, a few lectures and round table discussions. The graduate students also organize printed class notes to be used by the undergraduate students. Finally, as a group, they teach the summer course. In the three versions already developed, the themes chosen were Biochemistry of Exercise (UNICAMP), Biochemistry of Nutrition (UNICAMP) and Molecular Biology of Plants (USP). In all cases the number of registrations greatly exceeded the number of places and a selection had to be made. The evaluation of the experience by both graduate and undergraduate students was very positive. Graduate students considered this experience to be unique and recommended it to their schoolmates; the undergraduate students benefited from a more flexible curriculum (more options) and gave very high scores to both the courses

Assessment of Graduate Teaching Assistant (GTA) Training: A Case Study of a Training Program and Its Impact on GTAs

ERIC Educational Resources Information Center

Young, Stacy L.; Bippus, Amy M.

2008-01-01

Graduate teaching associates (GTAs) play a vital role as instructors at many universities but often are not confident in their ability to perform their job-related duties. Based on Bandura's (1997) theory of self-efficacy, this project examined a teacher-training program for GTAs and assessed its outcomes. Our results revealed that GTAs reported…

An Investigation of the Factors Motivating Meaningful Learning of Statistics by Graduate Systems Management Students at AFIT.

DTIC Science & Technology

1987-09-01

DAC-RiB 271 AN INVESTIGATION OF THE FACTORS MOTIVATING MEANINGFUL v’ LEARNING OF STATIST (U) AIR FORCE INST OF TECH WRIGHT-PATTERSON RFB OH SCHOOL OF...Furthermore, the views expressed in the document are those of the author and do not necessarily reflect the views of the School of Systems and...MEANINGFUL LEARNING OF STATISTICS BY GRADUATE SYSTEMS MANAGEMENT STUDENTS AT AFIT THESIS Presented to the Faculty of the School of Systems and Logistics

Perspectives and realities of teaching statistics at a superior school of business administration

NASA Astrophysics Data System (ADS)

Nunes, Sandra

2016-06-01

This paper aims to describe the reality of the teaching of statistics in a superior school of business administration in Portugal. It is supported in a twenty years of experience teaching several disciplines belonging to the scientific area of Mathematics such as: Statistics and Probability, Data Analysis, Calculus, Algebra and Numerical Analysis. This experience is not limited to school of business administration but also in engineering and health courses and in all these schools there has been a substantial increase of failure in these disciplines. I intend to present the main difficulties that teachers encounter. These difficulties are due to a diversity of problems. A leading cause is undoubtedly the huge heterogeneity of the level of knowledge that students have. The large number of students in each class it is also a massive problem. I must point out that, in my opinion, the introduction of the Bologna process has aggravated this situation. The assumption of reduced classroom hours and an increase in self-study is extremely penalizing for such students. There are many challenges that teachers have to face: How to teach statistics to a class where more than half the students cannot interpret the basic concepts of mathematics? Is the approach of teaching statistics through software beneficial? Should the teaching of statistics be addressed in a more practical way? How can we install a critical thinking in the students, to enable them to use the knowledge acquired to solve problems? How can we deal and prevent the failure that is increasing each year? These are only a few questions that all the teachers need an answer.

The Greyhound Strike: Using a Labor Dispute to Teach Descriptive Statistics.

ERIC Educational Resources Information Center

Shatz, Mark A.

1985-01-01

A simulation exercise of a labor-management dispute is used to teach psychology students some of the basics of descriptive statistics. Using comparable data sets generated by the instructor, students work in small groups to develop a statistical presentation that supports their particular position in the dispute. (Author/RM)

Effect of case-based learning on the development of graduate nurses' problem-solving ability.

PubMed

Yoo, Moon-Sook; Park, Jin-Hee

2014-01-01

Case-based learning (CBL) is a teaching strategy which promotes clinical problem-solving ability. This research was performed to investigate the effects of CBL on problem-solving ability of graduate nurses. This research was a quasi-experimental design using pre-test, intervention, and post-test with a non-synchronized, non-equivalent control group. The study population was composed of 190 new graduate nurses from university hospital A in Korea. Results of the research indicate that there was a statistically significant difference in objective problem-solving ability scores of CBL group demonstrating higher scores. Subjective problem-solving ability was also significantly higher in CBL group than in the lecture-based group. These results may suggest that CBL is a beneficial and effective instructional method of training graduate nurses to improve their clinical problem-solving ability. Copyright © 2013 Elsevier Ltd. All rights reserved.

Using a student-faculty collaborative learning model to teach grant development in graduate nursing education.

PubMed

Falk, Nancy L; Phillips, Kathleen M; Hymer, Regina; Acquaviva, Kimberly D; Schumann, Mary Jean

2014-05-01

Graduate nurses are employed in clinical, research, educational, and policy roles. As leaders, they are expected to develop and sustain projects that support translating research to practice and policy. Funding to support initiatives is tight and requires innovative solutions to cover salaries, benefits, equipment purchases, and other program expenses. In an effort to teach grant writing while developing skilled leaders who are effective and competitive in securing funds, the George Washington University School of Nursing offers a graduate-level grant writing course. In the summer of 2011, a collaborative learning model was developed within the course. The joint approach was foundational to securing an Agency for Healthcare Research and Quality grant to support development and implementation of a patient engagement project by the Nursing Alliance for Quality Care. This article describes the project and offers hints for those seeking to develop a collaborative educational experience that affords new leadership skills for RNs from all backgrounds. Copyright 2014, SLACK Incorporated.

The Effects of Practice-Based Training on Graduate Teaching Assistants’ Classroom Practices

PubMed Central

Becker, Erin A.; Easlon, Erin J.; Potter, Sarah C.; Guzman-Alvarez, Alberto; Spear, Jensen M.; Facciotti, Marc T.; Igo, Michele M.; Singer, Mitchell; Pagliarulo, Christopher

2017-01-01

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K–12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices. PMID:29146664

Teaching graduate students The Art of Being a Scientist

NASA Astrophysics Data System (ADS)

Snieder, Roel

2011-03-01

Graduate education in the classroom traditionally focuses on disciplinary topics, with non-disciplinary skills only marginally discussed, if at all, between graduate student and adviser. Given the wide range of advisers with different types and quality of communication skill (or lack thereof), the professional coaching delivered to students often is restricted to just the technical aspects of research. Yet graduate students have a great need to receive professional training aimed at, among other things, helping their graduate career be more efficient, less frustrating and less needlessly time-consuming. We have addressed this gap in graduate education by developing the one-credit course ``The Art of Being a Scientist.'' This course covers a diverse range of topics of importance to being an effective and creative researcher. Topics covered include the following: What is science? Choosing a research topic, department, and adviser. The adviser and thesis committee. Making a work plan. Setting goals. Ethics of research. Using the scientific literature. Perfecting oral and written communication. Publishing papers and writing proposals. Managing time effectively. Planning a scientific career. Applying for jobs in academia or industry. In evaluations of the course, students invariably comment that they could have avoided significant problems in their graduate study and saved valuable time if they would have taken the course earlier on. This is an indication that the course not only useful for students, but also that it is best taken early in a their graduate career. The material covered in the course is captured in the book ``The Art of Being a Scientist: A Guide for Graduate Students and Their Mentors,'' published by Cambridge University Press; more information can be found at: www.mines.edu/~rsnieder/Art_of_Science.html From this website one can download a description of the curriculum used in the class, including homework exercises. Currently we are expanding of

Teaching Statistical Inference for Causal Effects in Experiments and Observational Studies

ERIC Educational Resources Information Center

Rubin, Donald B.

2004-01-01

Inference for causal effects is a critical activity in many branches of science and public policy. The field of statistics is the one field most suited to address such problems, whether from designed experiments or observational studies. Consequently, it is arguably essential that departments of statistics teach courses in causal inference to both…

Strategies for teaching pathology to graduate students and allied health professionals.

PubMed

Fenderson, Bruce A

2005-02-01

Pathology is an essential course for many students in the biomedical sciences and allied health professions. These students learn the language of pathology and medicine, develop an appreciation for mechanisms of disease, and understand the close relationship between basic research and clinical medicine. We have developed 3 pathology courses to meet the needs of our undergraduates, graduate students, and allied health professionals. Through experience, we have settled on an approach to teaching pathology that takes into account the diverse educational backgrounds of these students. Educational resources such as assigned reading, online homework, lectures, and review sessions are carefully balanced to adjust course difficulty. Common features of our pathology curricula include a web-based computer laboratory and review sessions on the basis of selected pathology images and open-ended study questions. Lectures, computer-guided homework, and review sessions provide the core educational content for undergraduates. Graduate students, using the same computer program and review material, rely more heavily on assigned reading for core educational content. Our experience adapting a pathology curriculum to the needs of divergent groups of students suggests a general strategy for monitoring course difficulty. We hypothesize that course difficulty is proportional to the information density of specific learning resources (eg, lecture or textbook) multiplied by the weight of those learning resources placed on examinations. This formula allows educators to match the difficulty of a course with the educational needs of students, and provides a useful tool for longitudinal studies of curriculum reform.

A School Growing Roots: The Bank Street Developmental-Interaction Approach at Community Roots Charter School. Teaching for a Changing World: The Graduates of Bank Street College of Education

ERIC Educational Resources Information Center

Lit, Ira; Intrator, Sam

2015-01-01

This case study is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education," that examines the preparation, practices, and effectiveness of graduates of Bank Street College of Education teacher certification programs over the last decade. This case study examines…

Teaching Primary School Mathematics and Statistics: Evidence-Based Practice

ERIC Educational Resources Information Center

Averill, Robin; Harvey, Roger

2010-01-01

Here is the only reference book you will ever need for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to "The New Zealand Curriculum" and national mathematics standards. There are many fascinating examples of investigative learning experiences,…

Teaching Them to Teach: Programmatic Evaluation of Graduate Assistants' Teaching Performance

ERIC Educational Resources Information Center

Sobel, Karen; Avery, Susan; Ferrer-Vinent, Ignacio J.

2016-01-01

Academic libraries are one of the most important sources of "on the job" training for future library instructors. Librarians who supervise and assess these future library instructors (often in graduate assistant positions) often choose to provide observations and feedback each semester to these instructors in training. Scholarly…

Evaluating the Impact of the Graduate Certificate in Academic Practice (GCAP) Programme

ERIC Educational Resources Information Center

Chadha, Deesha

2015-01-01

Graduate teaching assistants (GTAs) and postgraduates in the UK are taking on greater responsibility for teaching, and therefore it has become increasingly necessary to explore the teacher training that supports them in this endeavour. This paper outlines an impact evaluation carried out on a graduate certificate programme primarily aimed at GTAs…

Exploring Teachers' Practices in Teaching Mathematics and Statistics in Kwazulu-Natal Schools

ERIC Educational Resources Information Center

Umugiraneza, Odette; Bansilal, Sarah; North, Delia

2017-01-01

Teaching approaches and assessment practices are key factors that contribute to the improvement of learner outcomes. The study on which this article is based, explored the methods used by KwaZulu-Natal (KZN) teachers in teaching and assessing mathematics and statistics. An instrument containing closed and open-ended questions was distributed to…

Best Practices in Teaching Statistics and Research Methods in the Behavioral Sciences [with CD-ROM

ERIC Educational Resources Information Center

Dunn, Dana S., Ed.; Smith, Randolph A., Ed.; Beins, Barney, Ed.

2007-01-01

This book provides a showcase for "best practices" in teaching statistics and research methods in two- and four-year colleges and universities. A helpful resource for teaching introductory, intermediate, and advanced statistics and/or methods, the book features coverage of: (1) ways to integrate these courses; (2) how to promote ethical conduct;…

Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures

ERIC Educational Resources Information Center

Kustra, Erika; Doci, Florida; Gillard, Kaitlyn; Hondzel, Catharine Dishke; Goff, Lori; Gabay, Danielle; Meadows, Ken N.; Borin, Paola; Wolf, Peter; Ellis, Donna; Eiliat, Hoda; Grose, Jill; Dawson, Debra L.; Hughes, Sandy

2015-01-01

An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students' perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support…

Towards an Integrated Graduate Student (Training Program)

ERIC Educational Resources Information Center

Shapiro, Elliot

2015-01-01

This article argues that teaching writing can help graduate students become better writers. Each year, more than 100 graduate students from more than thirty departments participate in one of two training courses offered through Cornell's John S. Knight Institute for Writing in the Disciplines. This article describes some of how these courses…

Graduate Students as Middle School Content Experts.

ERIC Educational Resources Information Center

Luedeman, John K.; Leonard, William H.; Horton, Robert M.; Wagner, John R.

2003-01-01

Describes the Graduate K-12 Project, which is funded by the National Science Foundation (NSF) and provides fellowship to graduate and highly qualified undergraduate students in the areas of science, mathematics, engineering, and technology to serve in K-12 schools with teachers. Aims to improve communication and teaching skills of fellows,…

A Convenient Storage Rack for Graduated Cylinders

ERIC Educational Resources Information Center

Love, Brian

2004-01-01

An attempt is made to find a solution to the occasional problem of a need for storing large numbers of graduated cylinders in many teaching and research laboratories. A design, which involves the creation of a series of parallel channels that are used to suspend inverted graduated cylinders by their bases, is proposed.

The Precision-Power-Gradient Theory for Teaching Basic Research Statistical Tools to Graduate Students.

ERIC Educational Resources Information Center

Cassel, Russell N.

This paper relates educational and psychological statistics to certain "Research Statistical Tools" (RSTs) necessary to accomplish and understand general research in the behavioral sciences. Emphasis is placed on acquiring an effective understanding of the RSTs and to this end they are are ordered to a continuum scale in terms of individual…

Learning about Teaching: A Graduate Student's Perspective.

ERIC Educational Resources Information Center

Ambers, Rebecca K. R.

2002-01-01

Describes a seminar course on college science teaching that focuses on the importance of quality teaching, learning styles, teaching reading and writing skills, careers in science teaching, and female- and minority-friendly science. (Contains 14 references.) (YDS)

Improving Chemistry Education by Offering Salient Technology Training to Preservice Teachers: A Graduate-Level Course on Using Software to Teach Chemistry

ERIC Educational Resources Information Center

Tofan, Daniel C.

2009-01-01

This paper describes an upper-level undergraduate and graduate-level course on computers in chemical education that was developed and offered for the first time in Fall 2007. The course provides future chemistry teachers with exposure to current software tools that can improve productivity in teaching, curriculum development, and education…

Development and Validation of a Teaching Practice Scale (TISS) for Instructors of Introductory Statistics at the College Level

ERIC Educational Resources Information Center

Hassad, Rossi A.

2009-01-01

This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions…

Graduate Student Support and Manpower Resources in Graduate Science Education, Fall 1969.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

This report summarized statistical data on graduate student support, postdoctorals, and graduate faculty as of fall 1969 in 224 doctorate granting institutions applying for traineeship grants from the National Science Foundation for 1970. These 224 include virtually all U.S. doctoral granting institutions. Information is presented on: (1) graduate…

Examination of the Teaching Styles of Nursing Professional Development Specialists, Part II: Correlational Study on Teaching Styles and Use of Adult Learning Theory.

PubMed

Curran, Mary K

2014-07-16

This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development. J Contin Educ Nurs. 2014;45(8):xxx-xxx. Copyright 2014, SLACK Incorporated.

Experimental statistics for biological sciences.

PubMed

Bang, Heejung; Davidian, Marie

2010-01-01

In this chapter, we cover basic and fundamental principles and methods in statistics - from "What are Data and Statistics?" to "ANOVA and linear regression," which are the basis of any statistical thinking and undertaking. Readers can easily find the selected topics in most introductory statistics textbooks, but we have tried to assemble and structure them in a succinct and reader-friendly manner in a stand-alone chapter. This text has long been used in real classroom settings for both undergraduate and graduate students who do or do not major in statistical sciences. We hope that from this chapter, readers would understand the key statistical concepts and terminologies, how to design a study (experimental or observational), how to analyze the data (e.g., describe the data and/or estimate the parameter(s) and make inference), and how to interpret the results. This text would be most useful if it is used as a supplemental material, while the readers take their own statistical courses or it would serve as a great reference text associated with a manual for any statistical software as a self-teaching guide.

Enhancing Teaching Assistants' (TAs') Inquiry Teaching by Means of Teaching Observations and Reflective Discourse

ERIC Educational Resources Information Center

Miller, Kristen; Brickman, Peggy; Oliver, J. Steve

2014-01-01

Recent education reform efforts advocate teaching the process of science (inquiry) in undergraduate lecture and laboratory classes. To meet this challenge, professional development for the graduate student instructors (teaching assistants, or TAs) often assigned to teach these classes is needed. This study explored the implementation of an…

The Pedagogy of Pedagogy: Teaching GTAs To Teach.

ERIC Educational Resources Information Center

Williamson, L. Keith

A long-standing aspect of collegiate culture at many advanced-degree-granting universities is the use of Graduate Teaching Assistants (GTAs) to teach an introductory course. This practice presents a serious pedagogical challenge--namely, how to train inexperienced GTAs to teach the course. Too often new GTAs are merely supplied with the textbook…

Teaching Experiences for Graduate Student Researchers: A Study of the Design and Implementation of Science Courses for Secondary Students

NASA Astrophysics Data System (ADS)

Collins, Anne Wrigley

Modern science education reform recommends that teachers provide K-12 science students a more complete picture of the scientific enterprise, one that lies beyond content knowledge and centers more on the processes and culture of scientists. In the case of Research Experience for Teachers (RET) programs, the "teacher" becomes "researcher" and it is expected that he/she will draw from the short-term science research experience in his/her classroom, offering students more opportunities to practice science as scientists do. In contrast, this study takes place in a program that allows graduate students, engaged in research full-time, to design and implement a short-duration course for high school students on Saturdays; the "researcher" becomes "teacher" in an informal science program. In this study, I investigated eleven graduate students who taught in the Saturday Science (SS) program. Analyses revealed participants' sophisticated views of the nature of science. Furthermore, participants' ideas about science clearly resonated with the tenets of NOS recommended for K-12 education (McComas et al., 1998). This study also highlighted key factors graduate students considered when designing lessons. Instructors took great care to move away from models of traditional, "lecture"-based, university science teaching. Nonetheless, instruction lacked opportunities for students to engage in scientific inquiry. In instances when instructors included discussions of NOS in SS courses, opportunities for high school students to learn NOS were not explicit enough to align with current science reform recommendations (e.g., AAAS, 2009). Graduate students did, however, offer high school students access to their own science or engineering research communities. These findings have significant implications for K-12 classroom reform. Universities continue to be a valuable resource for K-12 given access to scientists, materials or equipment, and funding. Nonetheless, and as was the case with

"Dear Fresher …"--How Online Questionnaires Can Improve Learning and Teaching Statistics

ERIC Educational Resources Information Center

Bebermeier, Sarah; Nussbeck, Fridtjof W.; Ontrup, Greta

2015-01-01

Lecturers teaching statistics are faced with several challenges supporting students' learning in appropriate ways. A variety of methods and tools exist to facilitate students' learning on statistics courses. The online questionnaires presented in this report are a new, slightly different computer-based tool: the central aim was to support students…

Teaching at Berkeley: A Guide for Foreign Teaching Assistants.

ERIC Educational Resources Information Center

Cohen, Robby, Ed.; Robin, Ron, Ed.

A handbook for foreign teaching assistants (TAs) is presented by foreign graduate students with teaching experience and other educators who have worked closely with them. Language skills, teaching strategies, cultural issues, resources, and the environment at the University of California, Berkeley, are addressed in 16 articles. Article titles and…

Practical science communication strategies for graduate students.

PubMed

Kuehne, Lauren M; Twardochleb, Laura A; Fritschie, Keith J; Mims, Meryl C; Lawrence, David J; Gibson, Polly P; Stewart-Koster, Ben; Olden, Julian D

2014-10-01

Development of skills in science communication is a well-acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles, we developed a practical approach to incorporating broad science communication into any graduate-school time line. The approach consists of a portfolio approach that organizes outreach activities along a time line of planned graduate studies. To help design the portfolio, we mapped available science communication tools according to 5 core skills essential to most scientific careers: writing, public speaking, leadership, project management, and teaching. This helps graduate students consider the diversity of communication tools based on their desired skills, time constraints, barriers to entry, target audiences, and personal and societal communication goals. By designing a portfolio with an advisor's input, guidance, and approval, graduate students can gauge how much outreach is appropriate given their other commitments to teaching, research, and classes. The student benefits from the advisors' experience and mentorship, promotes the group's research, and establishes a track record of engagement. When graduate student participation in science communication is discussed, it is often recommended that institutions offer or require more training in communication, project management, and leadership. We suggest that graduate students can also adopt a do-it-yourself approach that includes determining students' own outreach objectives and time constraints and communicating these with their advisor. By doing so we hope students will

Listen Up! Be Responsible! What Graduate Students Hear about University Teaching, Graduate Education and Employment

ERIC Educational Resources Information Center

Aspenlieder, Erin; Kloet, Marie Vander

2014-01-01

What we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in…

Statistics as Unbiased Estimators: Exploring the Teaching of Standard Deviation

ERIC Educational Resources Information Center

Wasserman, Nicholas H.; Casey, Stephanie; Champion, Joe; Huey, Maryann

2017-01-01

This manuscript presents findings from a study about the knowledge for and planned teaching of standard deviation. We investigate how understanding variance as an unbiased (inferential) estimator--not just a descriptive statistic for the variation (spread) in data--is related to teachers' instruction regarding standard deviation, particularly…

Engaging Research Groups: Rethinking Information Literacy for Graduate Students

ERIC Educational Resources Information Center

Fong, Bonnie L.; Hansen, Darren B.

2012-01-01

Librarians have traditionally taught information literacy skills to science graduate students in separate courses dedicated to information-seeking, during assignment(s)-based library sessions for other courses, or through workshops. There is little mention in the professional literature of teaching graduate students within their research groups.…

An Evaluation of the Preparation of Industrial Arts Graduates of South Dakota State University.

ERIC Educational Resources Information Center

Gifford, Kenneth Keith, Jr.

Questionnaires were used to gather data from 1955-1969 industrial arts graduates and state public secondary school administrators in order to evaluate the undergraduate industrial arts program at South Dakota State University. Among the findings were: (1) 53 percent of the graduates are teaching, (2) Prevalent teaching areas are woodworking,…

Learning to Play, Playing to Learn: The Bank Street Developmental-Interaction Approach in Liliana's Kindergarten Classroom. Teaching for a Changing World: The Graduates of Bank Street College of Education

ERIC Educational Resources Information Center

Park, Soyoung; Lit, Ira

2015-01-01

This case study is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." The Bank Street College of Education's developmental-interaction approach to teaching and learning centers on understanding, valuing, and meeting the needs of the "whole child."…

The Production of Degree Graduates by Teacher Preparation Programs in Special and General Education: Too Much or Not Enough? Research Report No. 1996-TSD4.

ERIC Educational Resources Information Center

Boe, Erling E.; And Others

This research analyzed the yield of degree graduates from teacher preparation programs for the national teaching force in public schools. Estimates were obtained for the percentage of such graduates who: (1) entered public school teaching soon after graduation; (2) delayed entering public school teaching for one or more years after graduation; and…

Some Propositions about Teaching and Learning.

ERIC Educational Resources Information Center

Hunter, Walter E., Comp.; And Others

Various propositions on college teaching and learning, established by the professor and graduate students in a course at the University of Florida, are presented. The importance of both the professional discipline and teaching components is stressed. The propositions are intended for graduate students to use as a resource of basic information…

Tapping into Graduate Students' Collaborative Technology Experience in a Research Methods Class: Insights on Teaching Research Methods in a Malaysian and American Setting

ERIC Educational Resources Information Center

Vasquez-Colina, Maria D.; Maslin-Ostrowski, Pat; Baba, Suria

2017-01-01

This case study used qualitative and quantitative methods to investigate challenges of learning and teaching research methods by examining graduate students' use of collaborative technology (i.e., digital tools that enable collaboration and information seeking such as software and social media) and students' computer self-efficacy. We conducted…

The Effectiveness of Marshall University's Master of Arts in Teaching and Post-Baccalaureate Teacher Certificate Programs as Determined by Graduates' and Completers' Perceptions

ERIC Educational Resources Information Center

Spivy, Melissa F.

2010-01-01

This study examined graduates' and completers' perceptions of the effectiveness of Marshall University's alternative certification programs, the Master of Arts in Teaching (MAT) and Post-Baccalaureate Teacher Certificate (PBTC), from 1999-2010. This non-experimental descriptive cross-sectional study used the "Spivy Survey of MAT and PBTC Program…

Teaching Paleontology with an Acid-Leaching Facility.

ERIC Educational Resources Information Center

Talent, John A.; And Others

1987-01-01

Described is an acid-leaching facility at Macquarie University in Australia for teaching paleontology. The facility is used for teaching both undergraduate and graduate students and for research by staff and graduate students. Drawings of the facility are included and courses are described. (Author/RH)

Teaching on Purpose: A Collegium Community Model for Supporting Intentional Teaching

ERIC Educational Resources Information Center

Robinson, Jennifer Meta; Kearns, Katherine Dowell; Gresalfi, Melissa; Sievert, April K.; Christensen, Tyler Booth

2015-01-01

The "collegium" learning community teaches mid-career graduate students intentionally to prepare for and create learning opportunities for their undergraduate students, what the authors call "teaching on purpose." The design addresses the lack of alignment between research on learning and preparation of faculty for teaching,…

SoTL as a Subfield for Political Science Graduate Programs

ERIC Educational Resources Information Center

Trepanier, Lee

2017-01-01

This article offers a theoretical proposal of how political science graduate programs can emphasize teaching in the discipline by creating the subfield of the scholarship of teaching and learning (SoTL). Currently, these programs neither prepare their students for academic positions where teaching is valued nor participate in a disciplinary trend…

Statistical panorama of female physics graduate students for 2000-2010 in Peru

NASA Astrophysics Data System (ADS)

Cerón Loayza, María Luisa; Bravo Cabrejos, Jorge Aurelio

2013-03-01

We report the results of a statistical study on the number of women entering the undergraduate and master's programs of physics at Universidad Nacional Mayor de San Marcos in Peru. From 2006 through 2010, 13 female students entered the master's degree program but no females graduated with the degree. Considering that Peru is a developing country, a career in physics is not considered an attractive professional choice even for male students because it is thought that there are no work centers to practice this profession. We recommend that the causes preventing female physics students from completing their studies and research work be analyzed, and that strategies be planned to help women complete their academic work. We are considering getting help from the Peruvian Physics Society (SOPERFI) in order to draw more attention for our plan.

Teaching Probability with the Support of the R Statistical Software

ERIC Educational Resources Information Center

dos Santos Ferreira, Robson; Kataoka, Verônica Yumi; Karrer, Monica

2014-01-01

The objective of this paper is to discuss aspects of high school students' learning of probability in a context where they are supported by the statistical software R. We report on the application of a teaching experiment, constructed using the perspective of Gal's probabilistic literacy and Papert's constructionism. The results show improvement…

Graduate Education. Advisory Centre Occasional Papers in University Education.

ERIC Educational Resources Information Center

Adelaide Univ. (Australia).

Four papers presented at a seminar on graduate education sponsored by the Advisory Centre for University Education at The University of Adelaide and the Flinders University Educational Research Unit in Australia are presented. In "Teaching and Learning in Graduate Education: An Overview," Robert Cannon provides a background summary of developments…

Dental, Dental Hygiene, and Graduate Students' and Faculty Perspectives on Dental Hygienists' Professional Role and the Potential Contribution of a Peer Teaching Program.

PubMed

McComas, Martha J; Inglehart, Marita R

2016-09-01

The changing role of dental hygienists deserves dental and dental hygiene educators' attention. The first aim of this survey study was to assess University of Michigan dental, dental hygiene, and graduate students' and faculty members' perceptions of dental hygienists' roles; their attitudes and behaviors related to clinical interactions between dental and dental hygiene students; and perceived benefits of engaging dental hygiene students as peer teachers for dental students. The second aim was to assess whether one group of dental students' experiences with dental hygiene student peer teaching affected their perceptions of the dental hygiene profession. Survey respondents were 57 dental hygiene students in all three years of the program (response rate 60% to 100%); 476 dental students in all four years (response rate 56% to 100%); 28 dental and dental hygiene graduate students (response rate 28%); and 67 dental and dental hygiene faculty members (response rate 56%). Compared to the other groups, dental students reported the lowest average number of services dental hygienists can provide (p≤0.001) and the lowest average number of patient groups for which dental hygienists can provide periodontal care (p<0.001). Dental students also had the least positive attitudes about clinical interactions between dental hygiene and dental students (p<0.001) and perceived the fewest benefits of dental hygiene student peer teaching (p<0.001) before experiencing peer teaching. After experiencing dental hygiene student peer teaching, the dental students' perceptions of dental hygienists' roles, attitudes about clinical interactions with dental hygienists, and perceived benefits of dental hygiene student peer teachers improved and were more positive than the responses of their peers with no peer teaching experiences. These results suggest that dental hygiene student peer teaching may improve dental students' perceptions of dental hygienists' roles and attitudes about

Sail training: an innovative approach to graduate nurse preceptor development.

PubMed

Nicol, Pam; Young, Melisa

2007-01-01

A 1-day sail-training program that aims to increase graduate nurse preceptor skills was evaluated. Preliminary results suggest that this experiential learning is an effective way to develop graduate nurse preceptors. Awareness of graduate nurses' needs has been heightened, and skills in clinical teaching have been developed. It is indicated from the limited results that the outcomes are sustained over time, but further evaluation is needed.

An Empirical Study of Presage Variables in the Teaching-Learning of Statistics, in the Light of Research on Competencies

ERIC Educational Resources Information Center

Rodriguez, Clemente; Gutierrez-Perez, Jose; Pozo, Teresa

2010-01-01

Introduction: This research seeks to determine the influence exercised by a set of presage and process variables (students' pre-existing opinion towards statistics, their dedication to mastery of statistics content, assessment of the teaching materials, and the teacher's effort in the teaching of statistics) in students' resolution of activities…

The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices.

PubMed

Becker, Erin A; Easlon, Erin J; Potter, Sarah C; Guzman-Alvarez, Alberto; Spear, Jensen M; Facciotti, Marc T; Igo, Michele M; Singer, Mitchell; Pagliarulo, Christopher

2017-01-01

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K-12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices. © 2017 E. A. Becker et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License

Patterns and Perceptions of Asynchronous Video Discussion in a Graduate Health Sciences Course.

PubMed

Cummins, Mollie; Rajan, Naresh Sundar; Hodge, Chad; Gouripeddi, Ramkiran

2016-12-01

Studies of graduate online education indicate a need for increased interaction among students and faculty. However, it can be challenging to foster a high level of scholarly interaction and engagement in fully online courses. The objective of this study was to evaluate student perceptions and participation patterns related to online, asynchronous video discussion in a graduate health sciences course. An asynchronous video discussion was piloted in a 2014 interprofessional informatics course and students were subsequently surveyed to determine their perceptions of this approach. Participation patterns were analyzed using descriptive statistics and social network analysis. The results indicate broad and inclusive interaction among students and faculty, with discussion characteristics perceived as equivalent to, or better than, traditional classroom discussion. The quality of student participation was high, and students spent additional time researching and preparing their contributions. This format for a seminar-style discussion holds good potential for effective teaching and learning in online graduate-level health courses and supports the development of students' critical thinking and scholarly communication skills. [J Nurs Educ. 2016;55(12):706-710.]. Copyright 2016, SLACK Incorporated.

Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

NASA Astrophysics Data System (ADS)

Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

2018-01-01

Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

Do Graduate Student Teacher Training Courses Affect Placement Rates?

ERIC Educational Resources Information Center

Ishiyama, John; Balarezo, Christine; Miles, Tom

2014-01-01

We investigate whether the existence of a required graduate course on "Teaching in Political Science" is related to overall job placement rates reported by graduate political science programs. We examine this in light of evidence from 73 public PhD-granting political science departments across the country. We find that the existence of…

Transforming a Business Statistics Course with Just-in-Time Teaching

ERIC Educational Resources Information Center

Bangs, Joann

2012-01-01

This paper describes changing the way a business statistics course is taught through the use of just-in-time teaching methods. Implementing this method allowed for more time in the class to be spent focused on problem solving, resulting in students being able to handle more difficult problems. Students' perceptions of the just-in-time assignments…

Innovations in curriculum design: A multi-disciplinary approach to teaching statistics to undergraduate medical students

PubMed Central

Freeman, Jenny V; Collier, Steve; Staniforth, David; Smith, Kevin J

2008-01-01

Background Statistics is relevant to students and practitioners in medicine and health sciences and is increasingly taught as part of the medical curriculum. However, it is common for students to dislike and under-perform in statistics. We sought to address these issues by redesigning the way that statistics is taught. Methods The project brought together a statistician, clinician and educational experts to re-conceptualize the syllabus, and focused on developing different methods of delivery. New teaching materials, including videos, animations and contextualized workbooks were designed and produced, placing greater emphasis on applying statistics and interpreting data. Results Two cohorts of students were evaluated, one with old style and one with new style teaching. Both were similar with respect to age, gender and previous level of statistics. Students who were taught using the new approach could better define the key concepts of p-value and confidence interval (p < 0.001 for both). They were more likely to regard statistics as integral to medical practice (p = 0.03), and to expect to use it in their medical career (p = 0.003). There was no significant difference in the numbers who thought that statistics was essential to understand the literature (p = 0.28) and those who felt comfortable with the basics of statistics (p = 0.06). More than half the students in both cohorts felt that they were comfortable with the basics of medical statistics. Conclusion Using a variety of media, and placing emphasis on interpretation can help make teaching, learning and understanding of statistics more people-centred and relevant, resulting in better outcomes for students. PMID:18452599

[Common competencies and contents in public health in graduate programs].

PubMed

Davó, M A Carmen; Vives-Cases, Carmen; Benavides, Fernando García; Alvarez-Dardet, Carlos; Segura-Benedicto, Andreu; Icart, Teresa; Astasio, Paloma; Gil, Angel; Ortiz, M Del Rocío; García, Angel; Ronda, Elena; Bosch, Félix

2011-01-01

To identify fundamental public health competencies and contents in nursing, pharmacy, teaching, medicine, human nutrition and dietetics, optics and optometry, labor relations and human resources, and social work in graduate programs and to formulate proposals for their improvement. The workshop on Public health contents in graduate programs in the XXI Menorca Public Health School was organized as follows: eight groups were set up, coordinated by 37 Spanish university teachers participating in the workshop and selected through key informants and snowball techniques. Two studies on public health professional competencies and the participants' own graduate programs were used to discuss public health professional competencies and contents and establish recommendations to improve public health programs. Each group worked on a particular degree course and the results were shared in plenary. Professional competencies for the three essential public health functions were indentified in all the degrees, except teaching, optics and optometry, and social work. Some of the competencies included in degrees in nursing, teaching, human nutrition and dietetics, and social work were rewritten to highlight the role of each type of professional in public health functions. The groups agreed on the introductory topics (basic concepts and health determinants) and intervention strategies. Common competencies and contents were identified in graduate programs. Updating public health contents in graduate programs would help to define and promote the profile of public health professionals. Copyright © 2011 SESPAS. Published by Elsevier Espana. All rights reserved.

Epistemological Separation of Research and Teaching among Graduate Teaching Assistants

ERIC Educational Resources Information Center

Kinchin, Ian Miles; Hatzipanagos, Stylianos; Turner, Nancy

2009-01-01

Development of a more scholarly approach to teaching at university may expose the novice university teacher to an apparent conflict in belief systems about teaching and learning (i.e. epistemological beliefs). Educational research is explicit in its recognition of a constructivist framework, whilst other academic research is often embedded more…

Teaching the principles of statistical dynamics

PubMed Central

Ghosh, Kingshuk; Dill, Ken A.; Inamdar, Mandar M.; Seitaridou, Effrosyni; Phillips, Rob

2012-01-01

We describe a simple framework for teaching the principles that underlie the dynamical laws of transport: Fick’s law of diffusion, Fourier’s law of heat flow, the Newtonian viscosity law, and the mass-action laws of chemical kinetics. In analogy with the way that the maximization of entropy over microstates leads to the Boltzmann distribution and predictions about equilibria, maximizing a quantity that E. T. Jaynes called “caliber” over all the possible microtrajectories leads to these dynamical laws. The principle of maximum caliber also leads to dynamical distribution functions that characterize the relative probabilities of different microtrajectories. A great source of recent interest in statistical dynamics has resulted from a new generation of single-particle and single-molecule experiments that make it possible to observe dynamics one trajectory at a time. PMID:23585693

Teaching the principles of statistical dynamics.

PubMed

Ghosh, Kingshuk; Dill, Ken A; Inamdar, Mandar M; Seitaridou, Effrosyni; Phillips, Rob

2006-02-01

We describe a simple framework for teaching the principles that underlie the dynamical laws of transport: Fick's law of diffusion, Fourier's law of heat flow, the Newtonian viscosity law, and the mass-action laws of chemical kinetics. In analogy with the way that the maximization of entropy over microstates leads to the Boltzmann distribution and predictions about equilibria, maximizing a quantity that E. T. Jaynes called "caliber" over all the possible microtrajectories leads to these dynamical laws. The principle of maximum caliber also leads to dynamical distribution functions that characterize the relative probabilities of different microtrajectories. A great source of recent interest in statistical dynamics has resulted from a new generation of single-particle and single-molecule experiments that make it possible to observe dynamics one trajectory at a time.

The Role of Data Analysis Software in Graduate Programs in Education and Post-Graduate Research

ERIC Educational Resources Information Center

Harwell, Michael

2018-01-01

The importance of data analysis software in graduate programs in education and post-graduate educational research is self-evident. However the role of this software in facilitating supererogated statistical practice versus "cookbookery" is unclear. The need to rigorously document the role of data analysis software in students' graduate…

Malaysian dental graduates' competence in holistic care: what do graduates and employers think?

PubMed

Yusof, Zamros Y M; Jaafar, Nasruddin; Jallaludin, Raja-Latifah R; Abu-Hassan, Mohamed I; Razak, Ishak A

2010-12-01

The purpose of this study was to explore the University of Malaya (UM) dental graduates' competence in holistic care in real settings from the employers' and graduates' perspectives. A self-administered questionnaire consisting of ten domains was sent to thirty senior dental officers of the Ministry of Health (MOH) and 164 UM graduates. In this article, nineteen major competencies that best represent the graduates' competence in the provision of holistic care are discussed. Each competency was rated on a scale of 1 (very poor) to 4 (very good) and was categorized as "poor and of major concern" (if less than 60 percent of respondents scored good or very good), "satisfactory and of minor concern" (60-69 percent), or "excellent" (70 percent and above). One hundred and six out of 164 graduates (64.6 percent) and twenty-nine out of thirty employers (96.7 percent) responded. Overall, the employers rated the graduates lower than what the graduates rated themselves on all items. While the graduates felt they were excellent and satisfactory in sixteen out of nineteen items (84.2 percent), the employers felt they were poor in fourteen out of nineteen (73.7 percent). Both groups agreed that the graduates were excellent in communication, but poor in life-saving skills, obtaining patient's family and psychosocial histories, and recognizing signs and symptoms (not intraoral) indicating the presence of a systemic disease. In conclusion, although the graduates felt competent in the majority of the holistic care competencies, the employers had some reservations over such claims. Outcomes of the study led to recommendations to incorporate longer community-based learning hours, an improved behavioral science component, a module for special care patients, and multidepartmental collaborative teachings in the new integrated program aimed for implementation in 2011.

Total VET Graduate Outcomes, 2016: Australian Vocational Education and Training Statistics

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2016

2016-01-01

This publication provides a summary of the outcomes of graduates who completed their vocational education and training (VET) in Australia during 2015 and were awarded a qualification. For the first time, the outcomes of all graduates are reported; that is, those in receipt of Commonwealth or state funding and those who paid for their training. The…

Preferred Learning Styles of Professional Undergraduate and Graduate Athletic Training Students

ERIC Educational Resources Information Center

Thon, Sarah; Hansen, Pamela

2015-01-01

Context: Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective: To determine the preferred learning style of professional undergraduate and graduate athletic training students…

GRADUATE AND PROFESSIONAL EDUCATION, AN ANNOTATED BIBLIOGRAPHY.

ERIC Educational Resources Information Center

HEISS, ANN M.; AND OTHERS

THIS ANNOTATED BIBLIOGRAPHY CONTAINS REFERENCES TO GENERAL GRADUATE EDUCATION AND TO EDUCATION FOR THE FOLLOWING PROFESSIONAL FIELDS--ARCHITECTURE, BUSINESS, CLINICAL PSYCHOLOGY, DENTISTRY, ENGINEERING, LAW, LIBRARY SCIENCE, MEDICINE, NURSING, SOCIAL WORK, TEACHING, AND THEOLOGY. (HW)

High definition video teaching module for learning neck dissection.

PubMed

Mendez, Adrian; Seikaly, Hadi; Ansari, Kal; Murphy, Russell; Cote, David

2014-03-25

Video teaching modules are proven effective tools for enhancing student competencies and technical skills in the operating room. Integration into post-graduate surgical curricula, however, continues to pose a challenge in modern surgical education. To date, video teaching modules for neck dissection have yet to be described in the literature. To develop and validate an HD video-based teaching module (HDVM) to help instruct post-graduate otolaryngology trainees in performing neck dissection. This prospective study included 6 intermediate to senior otolaryngology residents. All consented subjects first performed a control selective neck dissection. Subjects were then exposed to the video teaching module. Following a washout period, a repeat procedure was performed. Recordings of the both sets of neck dissections were de-identified and reviewed by an independent evaluator and scored using the Observational Clinical Human Reliability Assessment (OCHRA) system. In total 91 surgical errors were made prior to the HDVM and 41 after exposure, representing a 55% decrease in error occurrence. The two groups were found to be significantly different. Similarly, 66 and 24 staff takeover events occurred pre and post HDVM exposure, respectively, representing a statistically significant 64% decrease. HDVM is a useful adjunct to classical surgical training. Residents performed significantly less errors following exposure to the HD-video module. Similarly, significantly less staff takeover events occurred following exposure to the HDVM.

Constructing a Criterion Reference Test to Measure the Research and Statistical Competencies of Graduate Students at the Jordanian Governmental Universities

ERIC Educational Resources Information Center

Al-Habashneh, Maher Hussein; Najjar, Nabil Juma

2017-01-01

This study aimed at constructing a criterion-reference test to measure the research and statistical competencies of graduate students at the Jordanian governmental universities, the test has to be in its first form of (50) multiple choice items, then the test was introduced to (5) arbitrators with competence in measurement and evaluation to…

Teaching Assistants' Self-Efficacy in Teaching Literature: Sources, Personal Assessments, and Consequences

ERIC Educational Resources Information Center

Mills, Nicole

2011-01-01

Byrnes (2001) has suggested that the disconnection between language and literature instruction within many foreign language departments has consequences on the professionalization of graduate students. These structural issues lead to questions about graduate students' development. How do teaching assistants (TAs) perceive their competency as…

Telecommunications: Graduate & Inservice. [SITE 2001 Section].

ERIC Educational Resources Information Center

Espinoza, Sue, Ed.

This document contains the following papers on graduate and inservice telecommunications from the SITE (Society for Information Technology & Teacher Education) 2001 Conference: (1) "Teaching Technology with Technology" (Michelle Adelman and Susan Luftschein); (2) "Standards of Practice: Online Educator Inservice Workshop" (Cathy and Terry…

Teaching professionalism in graduate medical education: What is the role of simulation?

PubMed

Wali, Eisha; Pinto, Jayant M; Cappaert, Melissa; Lambrix, Marcie; Blood, Angela D; Blair, Elizabeth A; Small, Stephen D

2016-09-01

We systematically reviewed the literature concerning simulation-based teaching and assessment of the Accreditation Council for Graduate Medical Education professionalism competencies to elucidate best practices and facilitate further research. A systematic review of English literature for "professionalism" and "simulation(s)" yielded 697 abstracts. Two independent raters chose abstracts that (1) focused on graduate medical education, (2) described the simulation method, and (3) used simulation to train or assess professionalism. Fifty abstracts met the criteria, and seven were excluded for lack of relevant information. The raters, 6 professionals with medical education, simulation, and clinical experience, discussed 5 of these articles as a group; they calibrated coding and applied further refinements, resulting in a final, iteratively developed evaluation form. The raters then divided into 2 teams to read and assess the remaining articles. Overall, 15 articles were eliminated, and 28 articles underwent final analysis. Papers addressed a heterogeneous range of professionalism content via multiple methods. Common specialties represented were surgery (46.4%), pediatrics (17.9%), and emergency medicine (14.3%). Sixteen articles (57%) referenced a professionalism framework; 14 (50%) incorporated an assessment tool; and 17 (60.7%) reported debriefing participants, though in limited detail. Twenty-three (82.1%) articles evaluated programs, mostly using subjective trainee reports. Despite early innovation, reporting of simulation-based professionalism training and assessment is nonstandardized in methods and terminology and lacks the details required for replication. We offer minimum standards for reporting of future professionalism-focused simulation training and assessment as well as a basic framework for better mapping proper simulation methods to the targeted domain of professionalism. Copyright © 2016 Elsevier Inc. All rights reserved.

The Quantitative Methods Boot Camp: Teaching Quantitative Thinking and Computing Skills to Graduate Students in the Life Sciences

PubMed Central

Stefan, Melanie I.; Gutlerner, Johanna L.; Born, Richard T.; Springer, Michael

2015-01-01

The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a “boot camp” in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students’ engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others. PMID:25880064

The quantitative methods boot camp: teaching quantitative thinking and computing skills to graduate students in the life sciences.

PubMed

Stefan, Melanie I; Gutlerner, Johanna L; Born, Richard T; Springer, Michael

2015-04-01

The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a "boot camp" in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students' engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others.

The Physics Entrepreneurship Program - 11 Years of Teaching and Practicing Innovation and Entrepreneurship to Graduate Students and Beyond

NASA Astrophysics Data System (ADS)

Caner, Edward

2012-02-01

The Physics Entrepreneurship Program (PEP) at Case Western Reserve University is a MS in Physics, Entrepreneurship Track that teaches physics, business, and innovation. PEP admitted its first class in 2000 with the original goal of empowering physicists to be successful entrepreneurs. Since Y2K, much has happened in the world's economies and markets, and we have shifted our goals to include a strong innovation component. For instance, our metrics have changed from ``companies created'' to ``capital raised by our students'' (i.e., grants and investment in innovation), which allows our students to participate in an apprentice-type relationship with a more experienced entrepreneur before venturing out on their own (which could take many years before they are ready). We will describe the program, how we teach innovation, student and alumni activities and how difficult it is to operate a sustainable graduate program in this arena.

The Development of a Tool for Measuring Graduate Students' Topic Specific Pedagogical Content Knowledge of Thin Layer Chromatography

ERIC Educational Resources Information Center

Hale, L. V. A.; Lutter, J. C.; Shultz, G. V.

2016-01-01

Graduate students play a critical role in undergraduate education at doctorate granting institutions; but generally have minimal opportunity to develop teaching expertise. Furthermore, little is known about how graduate students develop teaching expertise in this context. We investigated the development of topic-specific pedagogical content…

The Influence of Student Experiences on Post-Graduation Surveys

ERIC Educational Resources Information Center

Hirschberg, Joe; Lye, Jenny

2016-01-01

This study attempts to establish the extent to which in-class teaching quality instruments can be used to predict post-graduation survey results. It examines the responses for the Good Teaching Scale of the Course Experience Questionnaire administered to 10,433 students who completed their studies at a major Australian tertiary institution from…

The Contribution of Graduation Research to School Development: Graduation Research as a Boundary Practice

ERIC Educational Resources Information Center

Snoek, Marco; Bekebrede, Judith; Hanna, Fadie; Creton, Theun; Edzes, Hester

2017-01-01

When teaching is considered as a collaborative activity, the aim of research projects in schools needs to exceed the individual and personal levels and aim to contribute to research-informed reflection of a team of teachers. Within this multiple case study, we adapted the graduation research project within a primary teacher education programme,…

Exploring Teachers' Descriptions of 'Ways of Working with the Curriculum' in Teaching Mathematics and Statistics

ERIC Educational Resources Information Center

Umugiraneza, Odette; Bansilal, Sarah; North, Delia

2018-01-01

What teachers teach, how they teach it and when they teach it should be guided by the curriculum. This paper focuses on teachers' reports about how they integrate the curriculum documentation in teaching mathematics and statistics concepts. Questionnaires containing both Likert scale and closed and open-ended questions were administered to 75…

Inferential Statistics in "Language Teaching Research": A Review and Ways Forward

ERIC Educational Resources Information Center

Lindstromberg, Seth

2016-01-01

This article reviews all (quasi)experimental studies appearing in the first 19 volumes (1997-2015) of "Language Teaching Research" (LTR). Specifically, it provides an overview of how statistical analyses were conducted in these studies and of how the analyses were reported. The overall conclusion is that there has been a tight adherence…

An Instructional Consultation Service for Graduate Teaching Assistants.

ERIC Educational Resources Information Center

Habel, J. C.; Graveel, J. G.

1988-01-01

Described is a support program that guides prospective college teachers in teaching an introductory soil science laboratory course. Ideas are presented about the preparation for teaching and concerns of teaching assistants. A table citing classroom observation protocol is included. (RT)

Graduate Student Research in the Classroom--Understanding the Role of Research Ethics

ERIC Educational Resources Information Center

Hastings, Amber; Stockley, Denise; Kinderman, Laura; Egan, Rylan

2016-01-01

As universities continue to grow their undergraduate programs, graduate students are increasingly called upon to teach first and second year classes, often without feeling adequately prepared for the task. These teaching opportunities, however, can provide novice instructors with a chance to engage in the Scholarship of Teaching and Learning…

Career Preparation: An Often Omitted Element of the Advisor-Graduate Student Relationship

NASA Astrophysics Data System (ADS)

McManus, D. A.

2001-05-01

Most graduate research advisors care about the education of their graduate students. However, they often define "graduate education" so narrowly that it consists only of solving a research problem. This narrow definition is consistent with their principal goal as geoscientists, to understand the Earth better, and with the reward system typical of research universities, with its emphasis on research. As a result, most advisors usually well prepare students to be researchers in research universities. Research, however, is only part of a faculty member's duties. Commonly omitted is mentoring in the teaching and service duties of a faculty member. Students interested in teaching, in positions in other academic institutions, or in careers outside of academia may be perceived as questioning the advisors' career values and may not be encouraged in these interests. Graduate students should take an active role in their education. In addition to seeking information on career preparation from the campus career center and teaching center and from books, newsmagazines, newspapers, and seminars, students should also seek mentors who have demonstrated an interest in what the student is interested in: teaching and service, as well as research, or in careers outside academia. These mentors may be the students' committee members, other faculty members, or other professional geoscientists. With a broad base of information and some personal decisions, students will have a rationale for exploring careers. The questions students ask can now be more specific: How do they gain the requisite breadth in knowledge and the beneficial skills, beyond the depth of the research experience, and how do they gain opportunities to practice these skills? In short, how can they experience, and preferably practice, what professional geoscientists do in particular careers? If necessary, graduate students can work together to answer these questions by inviting experts to offer workshops in the department

The effectiveness of gynaecological teaching associates in teaching pelvic examination: a systematic review and meta-analysis.

PubMed

Smith, Paul P; Choudhury, Shelina; Clark, T Justin

2015-12-01

An increasing number of graduating students are unable to competently and confidently perform a pelvic examination. Gynaecology teaching associates (GTAs) teach technical and communication skills and offer immediate feedback. The objective was to perform a systematic literature review to assess whether teaching pelvic examinations using real women who are trained to give instructions on technique and feedback improves the competence, confidence and communication skills of trainees when compared with traditional teaching methods. MEDLINE, EMBASE, the Cochrane Library, CINAHL and the ISRCTN Register of Clinical Trials were searched using selected terminology. No language restrictions were applied. The selection criteria were randomised clinical trials (RCTs) and controlled studies that investigated the use of GTAs to teach students or health-related professionals the pelvic examination. Data evaluating study outcomes, along with methodological details, were extracted in duplicate. The outcomes measured were: self-reported confidence, assessed competence and assessed communication skills. The standard mean difference (SMD) was derived for each study where possible and heterogeneity across studies was quantified using the I(2) statistic. In the presence of substantial variation, the data were pooled using a random effects model. Eleven studies with 856 participants were included: five RCTs and six observational studies. GTA training improved competence compared with other teaching methods and the finding of enhanced competence was consistent when the pooled analysis was restricted to RCTs. Communication skills were also improved with GTA teaching, but to a lesser degree, whereas no effect on student confidence was observed. Statistical heterogeneity was present for all outcomes when data were pooled. Our findings suggest that GTA-based teaching of pelvic examination is associated with improvement in the competence and communication skills of trainees. However, further

Teaching Hospital and Other Issues Related to Graduate Medical Education. Hearing before the Subcommittee on Health of the Committee on Ways and Means. House of Representatives, One Hundred Fourth Congress, Second Session (June 11, 1196).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Ways and Means.

This document reports testimony presented on Medicare financing of graduate medical education, as proposed by the Balanced Budget Act of 1995. Witnesses included: (1) Timothy M. Golddfarb, Director, Healthcare Systems (Oregon), who noted the importance of graduate medical education funding to teaching hospitals; (2) Leo P. Brideau of Strong…

Using nurse managers' perceptions to guide new graduates toward positive nurse relationships.

PubMed

Moore, Linda Weaver; Sublett, Cynthia; Leahy, Cathy; Bradley, Jennifer M

One of the greatest challenges new graduates confront when transitioning to practice is establishing positive relationships with experienced nurses. Nursing faculty must prepare graduates for this challenge. However, nursing faculty are often removed from everyday practice and must rely on the perceptions of those entrenched in practice in order to ground teaching endeavors in authenticity. Nurse managers are well positioned to provide knowledgeable insights to nursing faculty regarding nurse relationships. The purpose of this qualitative, descriptive study was to explore nurse managers' perceptions regarding new graduates' relationships with more experienced nurses. Researcher-participant audiotaped interviews were conducted with 13 nurse managers. A content analysis revealed that all participants believed nurse relationships were significant, that factors such as perceived inequities and stressful occurrences triggered poor relationships, that new graduates were often targeted for negative relationships, and that reasons for targeting of new graduates included prolonged dependence on experienced nurses and either over or under confidence of the new graduate. Providing a supportive, protective environment and hiring practices that promote team unity were posed as strategies that could help to prevent targeting of new graduates. Findings provide real-life, practice based information that can underpin nurse educators' teaching regarding nurse relationships and relationship building. Copyright © 2017 Elsevier Inc. All rights reserved.

The Preparedness of Preservice Secondary Mathematics Teachers to Teach Statistics: A Cross-Institutional Mixed Methods Study

ERIC Educational Resources Information Center

Lovett, Jennifer Nickell

2016-01-01

The purpose of this study is to provide researchers, mathematics educators, and statistics educators information about the current state of preservice secondary mathematics teachers' preparedness to teach statistics. To do so, this study employed an explanatory mixed methods design to quantitatively examine the statistical knowledge and statistics…

Challenges in Mathematics and Statistics Teaching Underpinned by Student-Lecturer Expectations

ERIC Educational Resources Information Center

Parashar, Deepak

2014-01-01

This study is motivated by the desire to address some of the enormous challenges faced by the students as well as the lecturer in fulfilling their respective expectations and duties demanded by the process of learning--teaching of mathematics and statistics within the framework of the constraining schedules laid down by the academic institutions…

The Improvisational in Teaching Reading.

ERIC Educational Resources Information Center

Commeyras, Michelle

2002-01-01

Contends that an improvisational stance in teaching avoids disagreements and blockages that can stymie reading instruction. Outlines eight graduate students' experiences teaching improvisationally. Explains that the tutors sought a collaborative teaching stance that was in tune with the individual children's interests and personality. Defines…

Pre-graduate and post-graduate education in personalized medicine in the Czech Republic: statistics, analysis and recommendations.

PubMed

Polivka, Jiri; Polivka, Jiri; Karlikova, Marie; Topolcan, Ondrej

2014-01-01

The main goal of personalized medicine is the individualized approach to the patient's treatment. It could be achieved only by the integration of the complexity of novel findings in diverse "omics" disciplines, new methods of medical imaging, as well as implementation of reliable biomarkers into the medical care. The implementation of personalized medicine into clinical practice is dependent on the adaptation of pre-graduate and post-graduate medical education to these principles. The situation in the education of personalized medicine in the Czech Republic is analyzed together with novel educational tools that are currently established in our country. The EPMA representatives in the Czech Republic in cooperation with the working group of professionals at the Faculty of Medicine in Pilsen, Charles University in Prague have implemented the survey of personalized medicine awareness among students of Faculty of Medicine in Pilsen-the "Personalized Medicine Questionnaire". The results showed lacking knowledge of personalized medicine principles and students' will of education in this domain. Therefore, several educational activities addressed particularly to medical students and young physicians were realized at our facility with very positive evaluation. These educational activities (conferences, workshops, seminars, e-learning and special courses in personalized medicine (PM)) will be a part of pre-graduate and post-graduate medical education, will be extended to other medical faculties in our country. The "Summer School of Personalized Medicine in Plzen 2015" will be organized at the Faculty of Medicine and Faculty Hospital in Pilsen as the first event on this topic in the Czech Republic.

Harvard Observing Project (HOP): Undergraduate and graduate observing opportunities

NASA Astrophysics Data System (ADS)

Bieryla, Allyson; Newton, Elisabeth R.

2014-06-01

The Harvard Observing Project (HOP) engages undergraduate students in observational astronomy and gives graduate students extra teaching experience beyond their required teaching fellowships. This project offers students opportunities to see if they are interested in astronomy, introduces them to scientific research, and provides an opportunity for them to interact with graduate students in an informal setting. Observations are made using the 16” Clay Telescope atop the Science Center at Harvard University in Cambridge, MA. We have observed as part of the Pro-Am White dwarf Monitoring (PAWM) and Target Asteroids! projects, and most recently we have been monitoring SN2014J in the Messier 82 galaxy (see poster by M. McIntosh).

Navigating the Use of Cogenerative Dialogues: Practical Considerations for Graduate Faculty

ERIC Educational Resources Information Center

Boss, Ginny Jones; Linder, Chris

2016-01-01

In this study, we explored cogenerative dialogue (cogen) as a tool for learner-centered teaching in graduate education. Cogen consists of small group dialogues among instructors and students for the purposes of improving course processes. We engaged cogen during a semester-long, graduate-level campus environments course. Using the theoretical…

Re-creating Graduate Teacher Education Classrooms: Multiple Technology Formats and Collaborating Instructors

ERIC Educational Resources Information Center

Stallings, L. Lynn; Koellner-Clark, Karen

2003-01-01

This paper describes a teaching experiment investigating the impact of using multiple teaching strategies and innovating while teaching collaboratively. The objective of this study was to examine the use of collaboration in trying a combination of face-to-face meetings, web courseware, and interactive two-way video in a graduate course. The major…

The Benefits of Physician Training Programs for Rural Communities: Lessons Learned from the Teaching Health Center Graduate Medical Education Program.

PubMed

Lee, Marshala; Newton, Helen; Smith, Tracey; Crawford, Malena; Kepley, Hayden; Regenstein, Marsha; Chen, Candice

2016-01-01

Rural communities disproportionately face preventable chronic diseases and death from treatable conditions. Health workforce shortages contribute to limited health care access and health disparities. Efforts to address workforce shortages have included establishing graduate medical education programs with the goal of recruiting and retaining physicians in the communities in which they train. However, rural communities face a number of challenges in developing and maintaining successful residency programs, including concerns over financial sustainability and the integration of resident trainees into existing clinical practices. Despite these challenges, rural communities are increasingly interested in investing in residency programs; those that are successful see additional benefits in workforce recruitment, access, and quality of care that have immediate and direct impact on the health of rural communities. This commentary examines the challenges and benefits of rural residency programs, drawing from lessons learned from the Health Resources and Services Administration's Teaching Health Center Graduate Medical Education program.

Teaching Assistant Policies and Procedures.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison.

Policies and procedures covering graduate teaching assistants (TAs) at the University of Wisconsin-Madison are presented. A TA's duties may include classroom teaching under the direction of a faculty member, assisting in teaching classes, discussion groups, problem-solving sessions or laboratories, assisting in planning courses and developing…

TAFE Graduates: Do They Get What They Want from Training? Statistics 2001.

ERIC Educational Resources Information Center

National Centre for Vocational Education Research, Leabrook (Australia).

The question of whether graduates of Australia's technical and further education (TAFE) programs are getting what they want from training was examined. A market segmentation approach was used to analyze data from the 2001 Student Outcomes Survey (SOS). The market segments analyzed covered 93% of TAFE graduates surveyed in the 2001 SOS. The…

Co-Teaching in the College Classroom

ERIC Educational Resources Information Center

Smith, Katherine K.; Winn, Vanessa G.

2017-01-01

This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a…

Professional development in college science teaching

NASA Astrophysics Data System (ADS)

Thomas, Aimee Kathryn

Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4

Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

PubMed

Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

2016-01-01

Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Knowledge of ACGME core competencies. Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1-10 vs > 10), and number of rotations taught per year (1-6 vs 7-12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10-12 rotations per year) were more likely to provide competency-based teaching. Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies.

Teaching Treatment Planning.

ERIC Educational Resources Information Center

Seligman, Linda

1993-01-01

Describes approach to teaching treatment planning that author has used successfully in both seminars and graduate courses. Clarifies nature and importance of systematic treatment planning, then describes context in which treatment planning seems more effectively taught, and concludes with step-by-step plan for teaching treatment planning.…

Exploring the development of novice unqualified graduate teachers' topic-specific PCK in teaching the particulate nature of matter in South Africa's classrooms

NASA Astrophysics Data System (ADS)

Pitjeng-Mosabala, Phihlo; Rollnick, Marissa

2018-05-01

This study investigates the development of Topic-Specific Pedagogical Content Knowledge (TSPCK) of 14 novice uncertified graduate science teachers during a Professional Development Intervention (PDI) on teaching particulate nature of matter. TSPCK was defined in terms of five knowledge components: learner prior knowledge, curricular saliency, representations, what is difficult to teach and conceptual teaching strategies. Data sources consisted of validated pre- and post-TSPCK and content knowledge (CK) tests, teacher-constructed Content Representations (CoRes) before and after teaching and, for four teachers, video-recorded lessons, and field notes together with teacher interviews. The purpose of this study was to investigate how the teachers develop TSPCK through the process. The results provide an insight into how initial construction of CoRes enabled the entire group to start thinking about how to teach the topic. For the four case-study teachers, evidence of TSPCK development was observed in their teaching. These teachers showed greater improvement in TSPCK and CK than those who taught only the prerequisite concepts of the topic. The findings show that it is possible for uncertified teachers to develop PCK in the practice context with appropriate PDI. Some improvement in PCK was also observed for the larger group who taught only prerequisite concepts.

"There and Back Again" in the Writing Classroom: A Graduate Student's Recursive Journey through Pedagogical Research and Theory Development

ERIC Educational Resources Information Center

Mori, Miki

2013-01-01

This article discusses my (recursive) process of theory building and the relationship between research, teaching, and theory development for graduate students. It shows how graduate students can reshape their conceptual frameworks not only through course work, but also through researching classes they teach. Specifically, while analyzing the…

Educational strategies for rural new graduate registered nurses.

PubMed

Dowdle-Simmons, Sara

2013-03-01

Rural health care facilities are geographically remote, tend to be small, and often possess limited resources. Although newly graduated registered nurses are important to the work force of many rural communities, maintaining a formal preceptorship/mentorship program within a rural hospital may prove difficult as a result of limited resources. Unfortunately, the new graduate may become overwhelmed by the many expectations for clinical practice and the facility can experience high turnover rates of new graduate hires. This article explores the unique traits of the rural hospital and the new graduate nurse as well as the pros and cons of a formal preceptorship program within a rural setting. Constructivist learning theory is used to develop practical teaching strategies that can be used by the preceptor and the new graduate. These strategies are inexpensive, yet effective, and are feasible for even the smallest of facilities. Copyright 2013, SLACK Incorporated.

Curriculum and Faculty Development for the Teaching of Academic Research Ethics.

ERIC Educational Resources Information Center

Stern, Judy E.; Elliott, Deni

This report summarizes a three-year project to design a graduate level course in ethics and scientific research at Dartmouth College (New Hampshire). The goals of the project were: (1) to train faculty to teach a course in research ethics, (2) to pilot-teach a graduate course in ethics and scientific research, and (3) to develop teaching materials…

In Search of the Active Site of PMMO Enzyme: Partnership between a K-12 Teacher, a Graduate K-12 Teaching Fellow, and a Research Mentor

ERIC Educational Resources Information Center

Bearden, Katherine K.; Mainardi, Daniela S.; Culligan, Tanya

2009-01-01

The partnership between a K-12 teacher (Culligan), an NSF GK-12 Teaching Fellow graduate student (Bearden), and a Louisiana Tech faculty member (Mainardi) collaborating in a research and education project is described in this work. The unique grouping of these three researchers allows for maximum dissemination of developed modules. By the end of…

Transferability of Graduate Work Graded according to Mastery. A Survey of Selected Graduate Faculty and Institutions.

ERIC Educational Resources Information Center

Stout State Univ., Menomonie, WI. Graduate School.

The Graduate College at Stout State University is considering an option to the present A-F grading system called "Mastery Grading," based on a concept called "teaching for mastery." This involves carefully defining each course in terms of the specific competencies which the student is expected to develop as a result of…

Perceptions of preparedness of LBS I teachers in the state of Illinois and graduates of Illinois State University's LBS I program to collaborate in teaching grade 7--12 math, science, and social science

NASA Astrophysics Data System (ADS)

Caldwell, Janet E.

The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher certification program in LBS I perceive their preparedness to teach these subjects. Participants provided information about coursework and life experiences, and they made suggestions about teacher preparation and professional development programs. Six key items forming the composite variable focused on level of preparation in (a) best practices, (b) selecting materials, (c) selecting objectives, (d) adapting instructional strategies, (e) planning lessons, and (f) and evaluating outcomes. Only 30 LBS I teachers of the 282 contacted by e-mail completed surveys. Of 115 graduates contacted, 71 participated in the original survey and 23 participated in a follow-up survey. Data were analyzed to learn more about the teachers' self-perceptions regarding preparedness to teach math, science, or social science. There was a correlation between perceived level of knowledge and the composite preparation variable for all subjects, but no correlation with length of teaching. Both groups indicated high school content courses were important in preparation to teach. Teachers also indicated collaboration and graduates indicated grade school learning. The most frequent recommendation for both teacher preparation and professional development was additional methods courses. A survey distributed to math, science, and social science teachers of Grades 7--12 asked about their perceptions of the preparedness of LBS I teachers to teach their area of content. Few surveys were completed for each subject so they were examined qualitatively. There was variability among participants, but generally the content area teachers rated themselves as more prepared than

Ranking Workplace Competencies: Student and Graduate Perceptions.

ERIC Educational Resources Information Center

Rainsbury, Elizabeth; Hodges, Dave; Burchell, Noel; Lay, Mark

2002-01-01

New Zealand business students and graduates made similar rankings of the five most important workplace competencies: computer literacy, customer service orientation, teamwork and cooperation, self-confidence, and willingness to learn. Graduates placed greater importance on most of the 24 competencies, resulting in a statistically significant…

Walking to the Dance: Teaching and Cross-Cultural Encounter

ERIC Educational Resources Information Center

Valadez, Gilbert

2004-01-01

This article chronicles a unique experience the author had while teaching a graduate seminar in southwestern Virginia in the spring of 2001. It was his charge to teach a graduate seminar entitled "Basic Principles and Practices of Multicultural Education" to twenty-three students in their second, final year of an educational leadership…

Improving Quality in Teaching Statistics Concepts Using Modern Visualization: The Design and Use of the Flash Application on Pocket PCs

ERIC Educational Resources Information Center

Vaughn, Brandon K.; Wang, Pei-Yu

2009-01-01

The emergence of technology has led to numerous changes in mathematical and statistical teaching and learning which has improved the quality of instruction and teacher/student interactions. The teaching of statistics, for example, has shifted from mathematical calculations to higher level cognitive abilities such as reasoning, interpretation, and…

Using Information Technology in Teaching of Business Statistics in Nigeria Business School

ERIC Educational Resources Information Center

Hamadu, Dallah; Adeleke, Ismaila; Ehie, Ike

2011-01-01

This paper discusses the use of Microsoft Excel software in the teaching of statistics in the Faculty of Business Administration at the University of Lagos, Nigeria. Problems associated with existing traditional methods are identified and a novel pedagogy using Excel is proposed. The advantages of using this software over other specialized…

A Computer-Assisted Instruction in Teaching Abstract Statistics to Public Affairs Undergraduates

ERIC Educational Resources Information Center

Ozturk, Ali Osman

2012-01-01

This article attempts to demonstrate the applicability of a computer-assisted instruction supported with simulated data in teaching abstract statistical concepts to political science and public affairs students in an introductory research methods course. The software is called the Elaboration Model Computer Exercise (EMCE) in that it takes a great…

45 CFR 2400.65 - Teaching obligation.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Master's degree, each Fellow must teach American history, American government, social studies, or... teaching done by the Fellow prior to or during graduate studies does not count towards meeting this...

45 CFR 2400.65 - Teaching obligation.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Master's degree, each Fellow must teach American history, American government, social studies, or... teaching done by the Fellow prior to or during graduate studies does not count towards meeting this...

45 CFR 2400.65 - Teaching obligation.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Master's degree, each Fellow must teach American history, American government, social studies, or... teaching done by the Fellow prior to or during graduate studies does not count towards meeting this...

45 CFR 2400.65 - Teaching obligation.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Master's degree, each Fellow must teach American history, American government, social studies, or... teaching done by the Fellow prior to or during graduate studies does not count towards meeting this...

45 CFR 2400.65 - Teaching obligation.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Master's degree, each Fellow must teach American history, American government, social studies, or... teaching done by the Fellow prior to or during graduate studies does not count towards meeting this...

A Professional Development Teaching Course for Science Graduate Students

ERIC Educational Resources Information Center

Baumgartner, Erin

2007-01-01

Although the majority of the teaching faculty at U.S. universities is composed of people who are scientific experts, research has found that most scientists do not have information about effective teaching methods (DeHaan 2005). Traditional lecture-style college science teaching does not reflect knowledge about best teaching practices based upon…

What motivates residents to teach? The Attitudes in Clinical Teaching study.

PubMed

Dotters-Katz, Sarah; Hargett, Charles W; Zaas, Aimee K; Criscione-Schreiber, Lisa G

2016-07-01

Graduate medical trainees have a critical role in the teaching of other trainees. Improving their teaching requires an understanding of their attitudes towards teaching and their motivation to teach. Both have been incompletely explored in this population. We aimed to better understand graduate medical trainees' attitudes towards teaching and motivation to teach in the clinical setting in order to inform modifications to resident-as-teacher (RAT) programmes and enhance teaching practices. We applied Q methodology, an established sorting method, to identify and quantify the factors that have an impact on trainees' engagement in teaching. We invited house officers at our institution to rank-order 47 statements regarding their attitudes to and motivation for teaching. Respondents explained their Q-sort rankings in writing and completed a demographic questionnaire. By-person factor analysis yielded groups of individuals with similar attitudes. One hundred and seven trainees completed the Q-sort. We found three primary groups of attitudes towards teaching in the clinical setting: enthusiasm, reluctance and rewarded. Enthusiastic teachers are committed and make time to teach. Teaching increases their job satisfaction. Reluctant teachers have enthusiasm but are earlier in training and feel limited by clinical workload and unprepared. Rewarded teachers feel teaching is worthwhile and derive satisfaction from the rewards and recognition they receive for teaching. This improved understanding of common attitudes shared by groups of residents will help curriculum designers create RAT programmes to further reinforce and encourage attitudes that promote teaching as well as improve trainees' motivation to teach. Designing RAT programmes that acknowledge the attitudes to and motivations for teaching should help develop effective teachers to improve educational outcomes. Directed efforts to enhance motivation for reluctant teachers and encourage more positive attitudes in rewarded

Job Prospects of 1971 Graduates. Engineering Manpower Bulletin Number 20.

ERIC Educational Resources Information Center

Alden, John D.

Statistics for 33,902 of 1971 engineering graduates were used to describe job prospects of the graduates. Findings include: (1) engineering graduates were largely successful in finding jobs or carrying out other plans; (2) about one out of every five engineering graduates at the bachelor's and master's degree levels had plans to continue full-time…

Social Treatment of Graduate Students in Kenya: A Case of One University

ERIC Educational Resources Information Center

Muchemwa, Stella

2016-01-01

There is intensive enrolment of postgraduate students in order to sustain national capacity for university teaching and research. However, this development is no challenge-free for the graduate students face a number of problems which varies from economic to social. This research investigated the social treatment of Graduate Students in one…

Pre-internship Nigerian medical graduates lack basic musculoskeletal competency.

PubMed

Nottidge, Timothy Eyo; Ekrikpo, Udeme; Ifesanya, Adeleke Olusegun; Nnabuko, Richard E; Dim, Edwin Maduakonam; Udoinyang, Clement Inyang

2012-04-01

Our aim was to assess the basic musculoskeletal competency of pre-internship graduates from Nigerian medical schools. We administered the Freedman and Bernstein basic musculoskeletal competency examination to 113 pre-internship graduates from seven Nigerian medical schools over a three year period from 2008 to 2010 at the University of Uyo Teaching Hospital. Five specialist residents took the examination to test criteria relevance. All graduates failed this test, obtaining scores ranging from 7% to 67%. The duration of the orthopaedic posting, and observation of operative fracture fixation, were not significant determinants of the score. The two final-year specialist residents each had a marginal pass in the examination. Basic musculoskeletal competency among pre-internship Nigerian medical-school graduates is inadequate.

Studying and Supporting the Teaching Practice of Calculus Teaching Assistants

ERIC Educational Resources Information Center

Lundholm, Christopher Ian

2017-01-01

Graduate teaching assistants (TAs) are an important group of math instructors whose practice deserves to be supported and studied. In this action research study, I lead a customized regimen of professional development (GQuesT model) for a cohort of first/second-year calculus TAs and study their teaching practice. This study focuses on how the TAs…

Graduate teaching assistants in a reformed introductory physics course: Synthesis of quantitative analyses of instructor action and qualitative analyses of instructor attitudes and perspectives

NASA Astrophysics Data System (ADS)

Calder, Austin Michael

Physics Education Research (PER) has shown us that when students have opportunities to make sense of concepts they tend to remember them better and can apply them more appropriately to new situations. PER has also revealed that an interactive, cooperative, small group environment is more conducive to achieving this than traditional lecture and recitation sections. It is useful to consider the aims of reformed instruction from the point of view of the graduate teaching assistants (GTAs) in physics, who are facilitating the instruction. The data in this dissertation comes from audio-recordings of GTAs teaching in an algebra-based introductory course; I develop a rubric for assessing the teaching practices of the GTAs which separates teaching into five categories according to the reformed practices present. The rubric and technique developed here could be used as a diagnostic for GTAs new to a reformed classroom. I also conducted surveys of the GTA participants, as well as semi-structured interviews to gain more information about the attitudes and perspectives toward reformed physics instruction. Results from this work include: (1) A diagnostic tool for teaching improvement and (2) a detailed understanding of the GTA facilitators' teaching practices in the reformed physics laboratory.

Follow-Up of Non-Teaching Graduates; Graduates of 1969, 1970 Responses concerning Majors, Minors, Financial Aid, Employment Status, Placement Services, Guidance.

ERIC Educational Resources Information Center

Wisconsin State Univ., Stevens Point.

The purpose of this study was to determine what 1969 and 1970 nonteaching graduates of the Wisconsin State University at Stevens Point were doing, the adequacy of the University's services in helping the graduates get through school and helping them find suitable employment. Questionnaires were sent to 447 1969 graduates of whom 307 returned…

Exploring Why Career Changers Leave Teaching

ERIC Educational Resources Information Center

Cuddapah, Jennifer L.; Beaty-O'Ferrall, Mary Ellen; Masci, Frank J.; Hetrick, Monica

2011-01-01

Survey data were used to explore the current teaching status and reasons for leaving or considering leaving teaching for 154 career changers who all graduated from a Master of Arts in Teaching (MAT) program over a 9-year time period. Respondents provided information about reasons for leaving teaching, indicating personal/family, career, and school…

Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

PubMed Central

Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

2016-01-01

Context Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Objective Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Design Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Main Outcome Measures Knowledge of ACGME core competencies. Results Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1–10 vs > 10), and number of rotations taught per year (1–6 vs 7–12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10–12 rotations per year) were more likely to provide competency-based teaching. Conclusion Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies. PMID:27768565

Unions, Vitamins, Exercise: Unionized Graduate Students

ERIC Educational Resources Information Center

Dewberry, David R.

2005-01-01

After the turbulent labor history of America in the early to mid twentieth century, there has been a general decline of unions. Nevertheless, many graduate school teaching assistants are unionizing in attempts to gain better pay and benefits and remove themselves from an "Ivory Sweatshop." This article discusses a history of unions…

Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students' Statistical Reasoning and Quantitative Literacy Skills.

PubMed

Olimpo, Jeffrey T; Pevey, Ryan S; McCabe, Thomas M

2018-01-01

Course-based undergraduate research experiences (CUREs) provide an avenue for student participation in authentic scientific opportunities. Within the context of such coursework, students are often expected to collect, analyze, and evaluate data obtained from their own investigations. Yet, limited research has been conducted that examines mechanisms for supporting students in these endeavors. In this article, we discuss the development and evaluation of an interactive statistics workshop that was expressly designed to provide students with an open platform for graduate teaching assistant (GTA)-mentored data processing, statistical testing, and synthesis of their own research findings. Mixed methods analyses of pre/post-intervention survey data indicated a statistically significant increase in students' reasoning and quantitative literacy abilities in the domain, as well as enhancement of student self-reported confidence in and knowledge of the application of various statistical metrics to real-world contexts. Collectively, these data reify an important role for scaffolded instruction in statistics in preparing emergent scientists to be data-savvy researchers in a globally expansive STEM workforce.

Evaluation as a Collaborative Activity to Learn Content Knowledge in a Graduate Course

ERIC Educational Resources Information Center

Hughes, Bob; Arbogast, Janet; Kafer, Lindsey; Chen, Julianna

2014-01-01

Teaching graduate students to conduct evaluations is typically relegated to evaluation methods courses. This approach misses an opportunity for students to collaboratively use evaluation skills to explore content. This article examines a graduate course, Issues in Adult Basic Education, in which students learned evaluation methods concurrently…

Profiles of Change in Motivation for Teaching in Higher Education at an American Research University

ERIC Educational Resources Information Center

Gunersel, Adalet B.; Kaplan, Avi; Barnett, Pamela; Etienne, Mary; Ponnock, Annette R.

2016-01-01

The current study employed an emergent theoretical model of teaching role identity and motivation to investigate the change in conception of and motivation for teaching in higher education of research graduate students who teach in the United States. Fifteen participants took a graduate-level seminar as part of a two-course teaching professional…

Teaching Abroad--At Home

ERIC Educational Resources Information Center

Kuiper, Alison

2007-01-01

The author describes a sense of "teaching abroad" in her hometown in a communication graduate class that included five exchange students from Germany; an exchange student from Norway of Indian descent; two students from India who had come to New Zealand for graduate work; another from Malaita, Solomon Islands; a South African-born New…

College Peer Counselor Teaching Modalities: Sequelae in the Life and Work of Graduates

ERIC Educational Resources Information Center

Hatcher, Sherry L.; Shields, C. Comfort; Wierba, Elizabeth E.; Hatcher-Ross, Juliet L.; Hanley, Steven J.

2014-01-01

This study examined extended influences of peer helping courses on graduates' self-reported experiences of interpersonal relationships, communication skills, and ongoing engagement with the training. The 109 participants included 49 college graduates who completed a peer counseling theory course, 47 graduated psychology concentrators who took a…

Investigating and accounting for physics graduate students' tutorial classroom practice

NASA Astrophysics Data System (ADS)

Goertzen, Renee Michelle

Physics Education researchers have been working to understanding how students learn physics, which has led to the creation of a body of research-based curricula. It is equally important to study novice instructors, graduate teaching assistants (TAs), who often teach these students. The study of TAs has similarities to how students have been studied: it is important to identify what preconceptions they often enter the classroom with, what resources they may have that they could apply to their physics teaching, and how both the classroom environment and past experiences affect what they are doing in the classroom. Although TAs are responsible for a significant portion of students' instruction at many universities, science TAs and their teaching have not been the focus of any significant amount of study. This dissertation begins to fill this gap by examining physics graduate students who teach discussion sections for introductory courses using tutorials, which are guided worksheets completed by groups of students. While assisting students with their conceptual understanding of physics, TAs are also expected to convey classroom norms of constructing arguments and listening and responding to the reasoning of others. Physics graduate students enter into the role of tutorial TA having relative content expertise but minimal or no pedagogical expertise. This analysis contends that considering the broader influences on TAs can account for TA behavior. Observations from two institutions (University of Colorado, Boulder and University of Maryland, College Park) show that TAs have different valuations (or buy-in) of the tutorials they teach, which have specific, identifiable consequences in the classroom. These differences can be explained by differences in the TAs' different teaching environments. Next, I examine cases of a behavior shared by three TAs, in which they focus on relatively superficial indicators of knowledge. Because the beliefs that underlie their teaching

Promoting convergence: The integrated graduate program in physical and engineering biology at Yale University, a new model for graduate education

PubMed Central

Noble, Dorottya B.; Mochrie, Simon G. J.; O'Hern, Corey S.; Pollard, Thomas D.

2016-01-01

Abstract In 2008, we established the Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University. Our goal was to create a comprehensive graduate program to train a new generation of scientists who possess a sophisticated understanding of biology and who are capable of applying physical and quantitative methodologies to solve biological problems. Here we describe the framework of the training program, report on its effectiveness, and also share the insights we gained during its development and implementation. The program features co‐teaching by faculty with complementary specializations, student peer learning, and novel hands‐on courses that facilitate the seamless blending of interdisciplinary research and teaching. It also incorporates enrichment activities to improve communication skills, engage students in science outreach, and foster a cohesive program cohort, all of which promote the development of transferable skills applicable in a variety of careers. The curriculum of the graduate program is integrated with the curricular requirements of several Ph.D.‐granting home programs in the physical, engineering, and biological sciences. Moreover, the wide‐ranging recruiting activities of the IGPPEB serve to enhance the quality and diversity of students entering graduate school at Yale. We also discuss some of the challenges we encountered in establishing and optimizing the program, and describe the institution‐level changes that were catalyzed by the introduction of the new graduate program. The goal of this article is to serve as both an inspiration and as a practical “how to” manual for those who seek to establish similar programs at their own institutions. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):537–549, 2016. PMID:27292366

Teach for America: A Review of the Evidence

ERIC Educational Resources Information Center

Heilig, Julian Vasquez; Jez, Su Jin

2010-01-01

Teach For America (TFA) aims to address teacher shortages by sending graduates from elite colleges, most of whom do not have a background in education, to teach in low-income rural and urban schools for a two-year commitment. The impact of these graduates is hotly debated by those who, on the one hand, see this as a way to improve the supply of…

The Development of Creative Thinking in Graduate Students Doing Scientific Research

ERIC Educational Resources Information Center

Truran, Peter

2016-01-01

The teaching of research methodology to graduate science students places an emphasis on scientific reasoning and on the generation and evaluation of evidence in support of research conclusions. Very little attention is paid to the teaching of scientific creativity, the processes for generation of new ideas, hypotheses, and theories. By contrast,…

Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

NASA Astrophysics Data System (ADS)

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-06-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics and quantum mechanics using different criteria and if so, why they may be inclined to do so. To investigate possible discrepancies in TAs' grading approaches in courses at different levels, we implemented a sequence of instructional activities in a TA professional development course that asked TAs to grade student solutions of introductory physics and upper-level quantum mechanics problems and explain why, if at all, their grading approaches were different or similar in the two contexts. We analyzed the differences in TAs' grading approaches in the two contexts and discuss the reasons they provided for the differences in their grading approaches in introductory physics and quantum mechanics in individual interviews, class discussions, and written responses. We find that a majority of the TAs graded solutions to quantum mechanics problems differently than solutions to introductory physics problems. In quantum mechanics, the TAs focused more on physics concepts and reasoning and penalized students for not showing evidence of understanding. The findings of the study have implications for TA professional development programs, e.g., the importance of helping TAs think about the difficulty of a problem from an introductory students' perspective and reflecting on the benefits of formative assessment.

Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills †

PubMed Central

Olimpo, Jeffrey T.; Pevey, Ryan S.; McCabe, Thomas M.

2018-01-01

Course-based undergraduate research experiences (CUREs) provide an avenue for student participation in authentic scientific opportunities. Within the context of such coursework, students are often expected to collect, analyze, and evaluate data obtained from their own investigations. Yet, limited research has been conducted that examines mechanisms for supporting students in these endeavors. In this article, we discuss the development and evaluation of an interactive statistics workshop that was expressly designed to provide students with an open platform for graduate teaching assistant (GTA)-mentored data processing, statistical testing, and synthesis of their own research findings. Mixed methods analyses of pre/post-intervention survey data indicated a statistically significant increase in students’ reasoning and quantitative literacy abilities in the domain, as well as enhancement of student self-reported confidence in and knowledge of the application of various statistical metrics to real-world contexts. Collectively, these data reify an important role for scaffolded instruction in statistics in preparing emergent scientists to be data-savvy researchers in a globally expansive STEM workforce. PMID:29904549

The Value of Teaching Preparation during Doctoral Studies: An Example of a Teaching Practicum

ERIC Educational Resources Information Center

Edwards, Jeffrey D.; Powers, Joelle; Thompson, Aaron M.; Rutten-Turner, Elizabeth

2014-01-01

For doctoral students who seek faculty appointments in academic settings upon graduation, it is imperative those students have access to quality mentoring, direct instruction, and experiential opportunities to apply effective teaching methods during their training. Currently, some doctoral programs are beginning to develop teaching practicums…

Analysis of Employment Flow of Landscape Architecture Graduates in Agricultural Universities

ERIC Educational Resources Information Center

Yao, Xia; He, Linchun

2012-01-01

A statistical analysis of employment flow of landscape architecture graduates was conducted on the employment data of graduates major in landscape architecture in 2008 to 2011. The employment flow of graduates was to be admitted to graduate students, industrial direction and regional distribution, etc. Then, the features of talent flow and factors…

Toward Securing a Future for Geography Graduates

ERIC Educational Resources Information Center

Spronken-Smith, Rachel

2013-01-01

Geography graduates face an uncertain future. To help students think and practice as a geographer, we must teach disciplinary knowledge--particularly threshold concepts--as well as skills and attributes. We must role model and articulate our geographical reasoning using signature pedagogies and promote high-impact and signature learning…

Labor Force Participation of Older College Graduates.

ERIC Educational Resources Information Center

Henderson, Cathy

1994-01-01

A profile of older college graduates can be constructed from special tabulations provided by the National Center for Education Statistics' 1989-90 Recent College Graduate Survey. Findings indicate the following: one in six bachelor's degree recipients was 30 years old or older; four in five were interested in further education; professional fields…

Development of a Scale to Assess the Demand for Specific Competences in Teachers after Graduation from University

ERIC Educational Resources Information Center

Landmann, Mareike

2013-01-01

Universities in Germany show an increasing need for specific information on professional demands encountered and addressed by graduates training to become teachers. To provide information on demands and abilities in teaching graduates, a specialised teacher module was developed in the framework of the German Cooperation Project for Graduate Tracer…

Teaching Graduate Students through Experiential Learning Not Stress

ERIC Educational Resources Information Center

Calpito, Kimvy V.

2012-01-01

Graduate students handle many outside factors while attempting to complete their degree. Examples of factors consist of "age, career state, personal life circumstances, reasons for pursuing an education, and finances" (Cooke, Sims, & Peyrefitte, 1995, p. 677). Stressful factors tend to lead into increased attrition rates at higher education…

Attitude of teaching faculty towards statistics at a medical university in Karachi, Pakistan.

PubMed

Khan, Nazeer; Mumtaz, Yasmin

2009-01-01

Statistics is mainly used in biological research to verify the clinicians and researchers findings and feelings, and gives scientific validity for their inferences. In Pakistan, the educational curriculum is developed in such a way that the students who are interested in entering in the field of biological sciences do not study mathematics after grade 10. Therefore, due to their fragile background of mathematical skills, the Pakistani medical professionals feel that they do not have adequate base to understand the basic concepts of statistical techniques when they try to use it in their research or read a scientific article. The aim of the study was to assess the attitude of medical faculty towards statistics. A questionnaire containing 42 close-ended and 4 open-ended questions, related to the attitude and knowledge of statistics, was distributed among the teaching faculty of Dow University of Health Sciences (DUHS). One hundred and sixty-seven filled questionnaires were returned from 374 faculty members (response rate 44.7%). Forty-three percent of the respondents claimed that they had 'introductive' level of statistics courses, 63% of the respondents strongly agreed that a good researcher must have some training in statistics, 82% of the faculty was in favour (strongly agreed or agreed) that statistics was really useful for research. Only 17% correctly stated that statistics is the science of uncertainty. Half of the respondents accepted that they have problem of writing the statistical section of the article. 64% of the subjects indicated that statistical teaching methods were the main reasons for the impression of its difficulties. 53% of the faculty indicated that the co-authorship of the statistician should depend upon his/her contribution in the study. Gender did not show any significant difference among the responses. However, senior faculty showed higher level of the importance for the use of statistics and difficulties of writing result section of

Sustaining an Environmental Ethic: Outdoor and Environmental Education Graduates' Negotiation of School Spaces

ERIC Educational Resources Information Center

Preston, Lou

2011-01-01

In this article, I draw on interviews with graduates from an Outdoor and Environmental Education course to explore the ways in which their environmental ethics changed since leaving university. I do this in relation to the graduates' personal and professional experiences, particularly in the context of teaching Outdoor Education and Physical…

Almost Psychiatry: The Impact of Teaching Child and Adolescent Mental Health Studies to Undergraduate College Students.

PubMed

Diamond, Ursula; Di Bartolo, Christina A; Badin, Emily; Shatkin, Jess P

2017-10-01

The Child and Adolescent Mental Health Studies (CAMS) program is housed in a Liberal Arts undergraduate college of a large research university. Psychiatrists, clinical psychologists, and social workers at the university's medical center teach the courses. The purpose of this study is to evaluate the extent to which CAMS encourages graduates of the program to pursue a career in child and adolescent mental health (CAMH). In 2015-2016, graduates of the CAMS program were invited to participate in a mixed methods study. In addition to statistical analyses, qualitative thematic analyses were performed to interpret free-text responses. Forty-five percent (314/702) of invited graduates completed the online survey. Interviews were conducted with 11% (34/314) of participants by study staff over the phone. Quantitative results suggested that 81% (149/185) of participants enrolled in educational programs after graduation due to an interest in CAMH. A significantly higher proportion of the total sample (t = 3.661, p < .001) reported that they changed their career goals while undergraduate students compared to those who did so after graduation. Results of qualitative interviews with 34 participants uncovered five key themes unique to CAMS that may explain the program's influence on graduates' career choices and career development: practitioners-as-instructors, instructor mentorship, novel course content, experiential learning opportunities, and career training and skills. Quantitative and qualitative results indicated that teaching college undergraduate students about CAMH encourages them to set career goals within the field. These findings suggest the utility of implementing similar programs at other undergraduate colleges.