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COX  \nSchool of Engineering Education Purdue University  \nJEEYEON HAHN  \nSchool of Aeronautics and Astronautics Purdue University  \nNATHAN MCNEILL  \nDepartment of Materials Science and Engineering, The University of Florida  \nOSMAN CEKIC  \nCanakkale Onsekiz Mart University, School of Education,  \nTurkey  \nJIABIN ZHU  \nSchool of Engineering Education Purdue University  \nJEREMI LONDON  \nSchool of Engineering Education Purdue University  \nABSTRACT  \nThis paper describes the Global Real-time Assessment Teaching Tool for Teaching Enhancement (G-RATE) . It is a tool framed around the elements of Bransford, Brown, and Cocking’s (1999)“How People Learn” framework and informed from data collected via laboratory observations; focus group interviews with engineering supervisors and graduate teaching assistants; and undergraduate student surveys. The G-RATE allows various stakeholders (i.e., classroom observers, administrators, graduate teaching assistants, undergraduates, and students) to provide feedback about the pedagogical practices of graduate teaching assistants within a laboratory session. Future applications of the tool include the creation of pedagogical profiles for instructors and the dissemination of the tool across multiple educational environments.  \nKeywords: Classroom assessment, engineering pedagogy, observation systems, graduate teaching assistants  \nADVANCES IN ENGINEERING EDUCATION  \nEnhancing the Quality of Engineering Graduate Teaching Assistants through Multidimensional Feedback  \nINTRODUCTION  \nChallenges facing graduate education in the United States include narrow disciplinary training of graduate students (COSEPUP, 1995; Nerad, 2004), declining enrollments of domestic students within doctoral engineering programs (COSEPUP, 1995; NRC, 2006; Akay, 2008), and an overwhelming absence of pedagogical training and feedback systems among engineering faculty and postdoctoral researchers (NSB, 2007) . In fact, few engineering faculty obtain teaching experience as graduate students (Ruscio, 1987; Boice, 1991; McDermott, 1990; Reinarz, 1991; Shea and Taylor, 1990; Stice, Felder, Woods, and Rugarcia, 2000) . Those who obtain teaching assistantships as graduate students often receive no formal pedagogical training (White, 1993; Bomotti, 1994; Cahn, 1994; Rushin et al., 1997; Shannon, Twale, and Moore, 1998; Golde and Dore, 2001), and those who do obtain formal training often receive limited useful information about how to be effective graduate teaching assistants (GTAs) (White, 1993; Tang and Sandell, 2000) . Those who participate in training via short and intensive programs, workshops, and courses before beginning of their roles as GTAs typically do not receive formative performance evaluations. Because of this, GTAs who later become faculty often rely upon lecture as their primary method of instruction within engineering courses (Rugarcia, Felder, Woods, and Stice, 2000; Cox, 2005) . Numerous studies highlight the benefits of non-lecture pedagogical techniques which result in better student learning, persistence, and attitudes (Cooper and Robinson, 1998; Springer et al., 1998; Cudd and Wasser, 1999; Cabrera et al., 2001) .  \nThe roles of engineering graduate teaching assistants vary from grading student assignments to teaching courses or laboratories independently depending on the content and context of the courses in which they are involved (e. g., traditional lecture or laboratory) . Similarly, the formative and summative feedback needs of engineering GTAs may vary as well. The authors have developed the Global Real-time Assessment Tool for Teaching Enhancement (G-RATE) to provide feedback to GTAs for their improvement towards effective teaching and to understand the un","cbCaipQQc0s10Dda","https://ap.wps.com/l/cbCaipQQc0s10Dda","pdf",2354677,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What is G-RATE and what is its main purpose?\",\"answer\":\"G-RATE is a real-time assessment teaching tool designed to provide feedback to engineering graduate teaching assistants to support effective teaching. It also helps stakeholders understand how GTAs operate and relate to their supervisors in laboratory sessions.\"},{\"question\":\"How was G-RATE developed?\",\"answer\":\"G-RATE was framed around Bransford, Brown, and Cocking’s “How People Learn” framework and informed by laboratory observation data. It also uses input from focus groups and undergraduate student surveys.\"},{\"question\":\"Who can provide feedback using G-RATE?\",\"answer\":\"Classroom observers, administrators, graduate teaching assistants, undergraduates, and students can provide feedback about GTA pedagogical practices during laboratory sessions.\"}]","Enhancing the Quality of Engineering Graduate Teaching Assistants through Multidimensional Feedback | PDF",1792065601]