Applying Research-Based Principles and Theory to Practice: The Redesign of a Graduate Student Instructor Seminar

What do Graduate Student Instructors (GSI) expect from a seminar course on teaching and learning? The instructor of such a seminar, that prepares engineering GSIs to teach at a the Pennsylvania State University College of Engineering, asks this of GSIs during the first week of the each semester. The answers are always very similar. The GSIs want to know the “nuts and bolts”, how to prepare for class, how to manage the variety of tasks, grading and feedback, how to motivate students, how to assess learning, how to answer students questions, what to do about cheating and how to teaching to a variety of learners. The instructor believes that in order for the GSIs to be holistically prepared, the practice of teaching should be taught concurrently with pedagogical theory. The challenge is to make this connection real and practical for the GSIs during 8 class meetings. The instructor decided to redesign the class to teach theory and practice concurrently. Students attend a 2 hour class meeting for the first 7 weeks of the semester and concurrently they are observed teaching by the instructor and a peer for the remaining 8 weeks of the semester. The seminar sessions involved discussion from selected chapters of the text book, a lecture on a teaching issue and an in-class activity. The textbook takes an evidence-based approach to teaching and learning, combining research evidence with practical advice. Graduate student instructors will use this book to help them understand the theory and practice of teaching in a format that is practical and applicable to them. The graduate student seminar is a one credit course that meets for the first 8 weeks of the semester in a two hour class session. The remainder of the semester involves teaching observations by the instructor and by a peer with the class reconvening during the final week of the semester. Each of the class sessions focuses on a teaching and learning topic, 1) the first week of class – setting the tone, 2) understanding your students, 3) strategic course planning and objectives, 4) instructional methods and appropriate assessments, 5) active learning techniques, 6) multicultural awareness and ethics, and 7) peer learning techniques, practice and feedback. The instructor blended instruction each week to focus on one topic that complemented a chapter from the text book. The seven chapters of the book represent research-based principles around these key points, 1) prior knowledge, 2) organization of knowledge, 3) motivation, 4) development of mastery, 5) practice and feedback, 6) student development and course climate, and 7) self-directed learning. Each class meeting focused on one of the seven principles. Each two hour class meeting consists of presentation on a practical topic, such as, knowing your students, followed by a student-centered discussion on a complimentary chapter from the book, such as, student development and climate. The students do the reading prior to coming to class. This paper will describe the redesign of a graduate student instructor seminar. The author will describe the experience and motive using student comments and survey data on perceptions of the course. Those who work in graduate teacher training and graduate student development may be interested in this paper.