School of Engineering & Applied Sciences

Ashley Cavanagh

Past Pedagogy Fellows in the School of Engineering and Applied Sciences (SEAS) have identified crucial gaps in the SEAS new Teaching Fellow training procedure. This work helped lead to the integration of teaching training into CS290, a required course for new PhD students in computer science. Based on the success of CS290, I propose a model for similar courses that would serve the other SEAS disciplines. Additionally, I summarize key takeaways from this first implementation of teaching training during CS290 and provide suggestions to improve both CS290 and these new courses in the future.

View Ashley's capstone project.

Ike Lage

SEAS hires around 120 graduate TFs a semester, 50-60 of whom are first time TFs. Of these, only around half of them completed the required training consisting of a short orientation, a microteaching, and a self-study online learning module. We highlight specific challenges related to logistics of organizing the trainings, motivation of TFs to attend them, and mis-alignment between TF responsibilities and the content of the trainings. We make three suggestions for improving the training process going forward: 1) developing a Canvas site to organize the training; 2) broadening the practice component to better reflect TF duties; and 3) formalizing learning goals for the training in a way that can be communicated to TFs.

View Ike's capstone project.

William Qian

Teaching Fellows (TFs) in the School of Engineering and Applied Sciences (SEAS) are tasked with helping students learn the discipline and skills necessary for a career in engineering. Preparing TFs for their teaching responsibilities falls primarily to the SEAS Pedagogy Fellow (PF), whose job is to support TFs and their diverse needs. TFs come to training sessions or review resources online. For those TFs particularly interested in improving their pedagogical and communication skills, ES 301 (SEAS Teaching Practicum) provides an excellent opportunity to engage with new pedagogical ideas, engage curiosity, and encourage innovation in their own teaching.

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Lillian Pentecost

Teaching Fellows (TFs) across the School of Engineering and Applied Sciences (SEAS) have varied backgrounds, teaching roles, and support needs. Micro-teaching sessions for first-time TFs provide the opportunity to practice teaching, give feedback to peers, and to reflect and discuss their role as a TF. Framing the micro-teaching as an approachable, low-stakes small group discussion encourages TFs to attend and to engage with one another. Additional efforts like the SEAS Teaching Practicum, an inclusive pedagogy graduate student reading group, and peer teaching consultations provide additional opportunities for SEAS TFs to become more reflective and intentional teachers.

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Jovana Andrejevic

Opportunities to practice teaching exist in varied forms at the School of Engineering and Applied Sciences, from the practical, such microteaching sessions and the SEAS Teaching Practicum, to the conceptual, such as pedagogy journal clubs. Here we summarize takeaways from such initiatives this past year, with a focus on concrete suggestions for future Pedagogy Fellows. We propose ideas for a prospective course on the hidden curriculum of graduate school, and skill development workshops applicable to teaching and research alike. We also discuss lessons learned from the transition to remote instruction, and tips shared with current Teaching Fellows that could translate to future online classroom settings.

View Jovana's capstone project.

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School of Engineering & Applied Sciences

2023–2024 expand_more

Ashley Cavanagh

2022–2023 expand_more

Ike Lage

2021–2022 expand_more

William Qian

2020–2021 expand_more

Lillian Pentecost

2019–2020 expand_more

Jovana Andrejevic