Assessment Tools and Feedback Strategies for the Graduate Teaching Assistant (GTA)

Technology Infused Workshop: A Blended Model

Irina Ivliyeva, Associate Professor of RussianLucy Sutcliffe, Director, Speech Communication Center

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OutlineA. GTA Workshop: Mission and FactsB. Activities: Blackboard & Web, Email,

Tegrity Lecture Capture C. Surveys: Feedback Strategies and

Pedagogical ImplicationsD. References

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POLL QuestionWhat is your role in academia?

a) Faculty b) Undergraduate Studentc) Graduate student / GTAd) Administratore) Education Technology Stafff) Other

I. Compliance with state lawMissouri Revised Statutes

II. Quality ControlIII. Management of Multicultural Classrooms

A. GTA Workshop: The Mission

I. Compliance with state law

II. Quality Control

III. Multicultural Classrooms

A. GTA Workshop: Schedule

CompliancePedagogical adviceCultural orientation

SCC http://sccen.mst.edu/SCC http://sccen.mst.edu/

Monday Tuesday Wednesday Thursday Friday

Morning L L P A A

Lunch

Afternoon L P A A A

L - Lecture P - Practice PresentationA - Assessment

A. GTA Workshop Enrollees FS 2012 SP 2013 FS 2013 SP 2014

Applied to Workshop 102 83 117 121

Completed Workshop 80 60 92 82

Took SPEAK 51 72 75 104Failed SPEAK 13 17 7 29

A. eFellow 2013-2014 Grant, Tier 1 GTA Workshop Re-design

Campus-Wide ImpactThe new Missouri S&T Strategic Plan: “…..modify our conventional methods of teaching and research to accommodate current and new technology that will enhance student learning and increase faculty productivity” (Theme 2, Lever 5);

GOALS for Grant

RedesignCurriculumModel course Quality of instruction Completion rates

B. Workshop Activities

I. Blackboard and Web Synchronization

II. Content, available 24/7III. The first contact via email IV. Tegrity RecordingsBlended/ Hybrid 30 to 79%

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Blackboard and Web Synchronization

Blackboard and Web Synchronization

Blackboard and Web Synchronization

New Content Available 24/7

New Content Available 24/7

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Seven Principles for Good Practice inUndergraduate Education

1. Student-faculty interaction 2. Cooperation between students 3. Active Learning 4. Prompt feedback 5. Time on task 6. High expectations 7. Diverse Talents

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Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6.

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The First ContactSent: Tue 1/07/2014 11:23 AMWelcome to the GTA workshop in the Spring semester 2014!

Please log into the GTA WORKSHOP ORGANIZATION on Blackboard and explore all available postings paying special attention to the MENU buttons on the left: “Start Here”, “Instructor Information”, “Course information”, and “Content”.

We ask you to complete this confidential online survey before Friday, January 10, 2014. Click on the link below to take survey: http://mst.qualtrics.com/SE/?SID=SV_bmEfXeTUhf4QOXj

We are looking forward to seeing you in person on Monday, January 13 at 8:45 am, in G5 HSS!Additional information is available on the GTA Website: http://sccen.mst.edu/ Workshop Staff

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Seven Principles for Good Practice inUndergraduate Education

1. Student-faculty interaction 2. Cooperation between students 3. Active Learning 4. Prompt feedback 5. Time on task 6. High expectations 7. Diverse Talents

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Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6.

Evolving Technology

Modern Lecture Capture: Definition

“ Modern Lecture Capture is an umbrella term for any technology that allows instructors to record what happens in their classrooms and make it available digitally”

Educausehttp://www.educause.edu/ELI/7ThingsYouShouldKnowAboutLectu/163555

IV. Tegrity Lecture Capture (TLC)

IV. Tegrity Lecture Capture Recordings

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Seven Principles for Good Practice inUndergraduate Education

1. Student-faculty interaction 2. Cooperation between students 3. Active Learning 4. Prompt feedback 5. Time on task 6. High expectations 7. Diverse Talents

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Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6.

Pre-Workshop Initial SurveySpring 2014

Sent Out: January 7th at 11:23 am (Wednesday) Collected: January 13th at 5 pm (Monday) Results used: January 14 at 9 am (Tuesday) Sample size: 83 enrollees, 65 responses

C. Workshop Surveys

http://mst.qualtrics.com/SE/?SID=SV_bmEfXeTUhf4QOXj

Q1. Why do you wish to become a GTA at Missouri S&T? Check all that apply.

Answer Response %

1 To obtain the funding (financial support) from my department

37 60%

2 The Research Funding is not available, thus I have to become a Teaching Assistant to get the funding

22 35%

3 I want to become a professor some day 22 35%

4 I enjoy communicating and working with people

42 68%

5 I am not sure 0 0%

Q3. What do you want to gain from attending the lecture “Effective Communication in the American Classroom”.

Answer Response %1 I am not sure 4 6%2 I want to receive practical teaching tips from the

experienced faculty51 82%

3 I want to know how to handle difficult classroom situations

41 66%

4 I want to better understand my students' motivation

26 42%

5 I want to get new ideas from my peers 29 47%6 I want to know how to boost my confidence while

speaking in front of people32 52%

7 I want to learn how to communicate my ideas better

48 77%

8 Nothing 0 0%

Post-Workshop SurveySpring 2014

GTA Workshop Effectiveness

Sent out: January 25 at noonCollected: January 31 at 5 pmSample size: 83 enrollees, 27 responses

C. Workshop Surveys

Q1. Please rank the following Workshop ActivitiesQuestion Very

usefulUseful Somewhat

UsefulNot useful

Total Responses

1 GTA Survival Skills

14 9 2 2 27

2 Why you are here

12 12 2 1 27

3 Assessment Procedures

16 10 0 1 27

4 Cultural Orientation

14 9 3 1 27

5 3 P's of Good Teaching

14 8 3 2 27

6 Interactive Teaching

9 10 5 3 27

Q3. What could we offer to make it easier for you to be a better GTA? Please share your ideas.Text Response (unedited, verbatim)

As a native English speaker the workshop is a massive waste of time. Provide a short essential session, a preliminary exam (ie a chance for those who are obviously going to pass to not have to spend 2 days sitting listening to anecdotes about teaching) and following the preliminary exam the workshop that you presented if desired. Then a final assessment who didn't essentially pass the first time.Hard to say. I'm not teaching this semester.

discuss more about the situations may happen in real class

I think you could have asked some undergraduate students to come up and share what they expect from GTAs.

Q3. What could we offer to make it easier for you to be a better GTA? Please share your ideas.Text Response (unedited, verbatim)

Perhaps a little more on the mechanics of blackboard and how to use it effectivelyMore time dedicated to practice presentations. Practical examples of how to answer tough questions or situations, such as catching a cheater etc. Interaction with native english speakers.More practice presentation.I think it is good enough. No need.increase in payment :)

Q5. How helpful was the information posted on Blackboard?

Very Helpful Helpful Neutral

Not Helpful

Not Helpful at all

Total Responses

12 11 3 1 0 27

Team Project

Across disciplines and services:Education TechnologySpeech Communication Center Office of the Undergraduate StudiesArts, Languages, and Philosophy

Department

References

Allan Collins, Richard Halverson (2009). Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America. Teachers College Press.Brown, H.D. (1994). Teaching by principle: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall.Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6. Rosemary P. Papa (2010). Technology Leadership for School Improvement. Sage Publications.Ridgway J. and McCusker, S. (2003). Using computers to assess new educational goals. Assessment in Education: Principles, Policy and Practice, Vol. 10, no 3, pp. 309-328(20)Rowell, P.M. (2002). Peer interactions in shared technological activity: A study of participation. International Journal of Technology and Design Education, 12 (1), 1-22.Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education Communication and Information, 2(1), 23-49. http://www.tegrity.com/