Balancing Pedagogical and Professional Practice Skills in the Training of Graduate Teaching Assistants

Abstract

Four-year colleges and universities are principally responsible for providing the basic knowledge and skills that students require to succeed in civil engineering practice ASCE 1995 . Over the last thirty years and in particular the last decade, appropriations for higher education have declined in nearly every state PEO 2002; Seligo 2003; Gose 2003; Zemsky 2003 . The subsequent impact on availability of resources and a need to maintain enrollment numbers have forced many educational programs, particularly those at larger institutions, to rely more on graduate teaching assistants GTAs in meeting programmatic goals. This reliance has grown significantly over the last fifteen years Luo et al. 2000 . Nyquist et al. 1991 indicated that the proportion of undergraduate education assigned to GTAs is between 25 and 38%. At some universities, the figures rise rapidly; for example, the same proportion at Yale University is roughly 53% Luo et al. 2000 . Based on these figures, it is fair to say that without GTAs, many of the nation’s leading institutions would have difficulty in achieving their respective missions. With respect to the engineering disciplines, the role of a GTA and his or her influence on student learning vary between institutions. GTAs may fulfill a direct instructional need in a classroom or laboratory or serve as a course or laboratory aide or grader. Unfortunately, many GTAs are not adequately prepared for their responsibilities, nor are they fully aware of the influence they have over undergraduate learning Alford 1997 . In most cases, this does not imply a disinterest in improving teaching skills; rather it is a consequence of having only several days to prepare for their teaching duties. Moreover, GTAs are entrenched in their own degree program and may be more concerned with selfsurvival issues—this is primarily a problem for new GTAs Nyquist and Wulff 1996 . Thus, teaching performance and the valuable experience GITAs receive as educators may not always be at the forefront of their agenda. The dichotomy between levels of GTA preparedness and increased reliance on their services is an issue that institutions must effectively address if educational program goals are to be met. This paper describes the organization and implementation of a new GTA training program in the Department of Civil and Envi-

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