CID Summer 2005 Convening: Developing Effective Teachers

Topic 2: Willing to Teach

The Ohio State University -- Department of Mathematics

This Snapshot describes how the doctoral program in the Ohio State Math Department helps motivate new teachers to cultivate effective teaching practices.

Summary Description

We believe students are motivated by tasks which allow them to feel both capable and challenged.

For graduate students new to our department, we require 45 hours of training prior to teaching. For more experienced teachers, we offer assignments involving new content, more advanced students, or more responsibility.

We evaluate the efforts of all graduate TAs through regular feedback in various forms. We recognize the efforts of our best teachers through our annual graduate student teaching awards.

Tools and Resources

Program Context

Our department requires students to teach for at least three quarters in order to earn a Ph.D. degree. In practice, students will teach much more. Because OSU is such a large university, staffing needs are significant. In fact, the majority of graduate student support available is in the form of teaching assignments.

Teaching duties can be time-consuming as well as rewarding, so we allow for respite. Students at a critical point in their program can apply for a Special Graduate Assignment (SGA), which allows them one quarter of TA stipend without teaching duties. Also, our participation in VIGRE has allowed support for more of our students with less teaching.

Goals for Students

Most importantly, we expect our graduate students to be effective teachers and become responsible members of the teaching community.

We also expect each student to gain a variety of teaching experience. Specifically, we create an environment in which a student can gain experience in teaching

In addition, we hope each student will develop independence, confidence, and maturity in their teaching, and learn to collaborate effectively with colleagues.

Reflection

"It is essential to recognize the uniqueness of personality and teaching style in the transformation from novice to expert teacher. By enhancing individual strengths and minimizing weaknesses AND providing pedagogical tools and new experiences, our students are empowered to become effective teachers.

Upon graduation, our students have taught on average seven different courses in three different teaching environments. With this exposure, they have an advantage in the competition for college teaching positions."

--Cindy Bernlohr, Math TA Coordinator

Contact Information

For more information, please contact

Peter March, Professor and Chair.

march@math.ohio-state.edu

How Do We Know?

If the goal of producing effective, responsible teachers is met, then the following indicators will demonstrate that the department has succeeded:

Unanswered Questions

Some questions our committee members are currently considering:

What are the best ways help students develop independence, confidence, and maturity in their teaching, and how can we evaluate their progress toward this?

Also, how do we best motivate our TAs who must teach as a degree requirement and for their support, but eventually desire a career outside of academia?