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Appendix A. Frequency & Percentage of Respondents, Graduate Enrollment, & Response Rate by College Fall 2015
% Response
Enrollment
Rate
20.3
1979
13
216
16.8
2642
8
College of Natural Sciences
184
14.3
1241
15
College of Education
150
11.6
1073
14
McCombs School of Business
89
6.9
1225
7
Moody College of Communication
70
5.4
536
13
College of Fine Arts
63
4.9
549
11
Jackson School of Geosciences
53
4.1
309
17
School of Architecture
31
2.4
328
9
School of Social Work
29
2.2
323
9
School of Information
26
2.0
218
12
School of Nursing
14
1.1
286
5
LBJ School of Public Affairs
13
1.0
302
4
Dual Degree Program
11
0.9
-
-
College of Pharmacy
10
0.8
591
2
Other
6
0.5
-
-
Intercollegial Programs
2
0.2
154
1
College or School
Frequency
%
Cockrell School of Engineering
262
College of Liberal Arts
* Information about numbers of students enrolled in dual degree programs was not made publically available.
Appendix B. Satisfaction with Teaching-Related Resources at UT by College/School
Number of
Mean
% of Extremely
Respondents
(1 - 5)
Satisfied Responses
McCombs School of Business
28
3.0
21
Cockrell School of Engineering
172
2.8
23
6
2.7
17
18
2.5
11
College of Pharmacy
8
2.5
0
College of Education
61
2.4
12
157
2.3
10
School of Social Work
15
2.3
14
College of Liberal Arts
188
2.2
10
Moody College of Communications
56
2.1
5
College of Fine Arts
54
2.1
11
Jackson School of Geosciences
40
2.0
3
School of Information
9
1.8
0
LBJ School of Public Affairs
7
1.7
14
School
School of Nursing School of Architecture
College of Natural Sciences
Appendix C. Number and Percentage of Graduate Students Reporting No Training at UT by College/School
School or college
Frequency
%
4
36
School of Architecture
10
32
School of Information
7
27
Moody College of Communications
15
21
College of Fine Arts
13
21
College of Education
30
20
2
15
College of Liberal Arts
30
14
School of Social Work
4
14
McCombs School of Business
12
13
Cockrell School of Engineering
33
13
6
11
20
11
College of Pharmacy
1
10
School of Nursing
1
7
Dual Degree
LBJ School of Public Affairs
Jackson School of Geosciences College of Natural Sciences
Appendix D. Teaching Development Outside of UT Austin 717 respondents indicated that they had had
Learning to use feedback was cited as a
teaching experience outside of UT. 96 (13%)
helpful aspect of prior training by 11
of them provided additional information
respondents. Respondents mention the
about the helpful aspects of the training they
helpfulness of “video feedback” and of
received outside of UT for these experiences.
“direct supervision with feedback”.
Most Helpful
Training in syllabus and course design was
19 respondents indicated that the hands-on teaching practice they got in this training
mentioned as having been helpful by 11 respondents. Comments included. the benefit of developing lesson plans.
was most helpful to them.
Least Helpful
14 respondents indicated that the sense of community they were able to experience as
While 59 (8%) respondents provided
part of this training was the most helpful. For
information about the aspects of their
example, one respondent writes: “Meeting
outside training that were least helpful to
other people who have taught scientific
them, no clear themes emerged in these
computing and sharing experiences with
responses. Some common responses that
them.”
were mentioned as being unhelpful were “reading pedagogy theory”, training that was
Training in pedagogy was most helpful to 13
too abstract, and simply a lack of training.
respondents. One respondent shares that
Other topics that were mentioned in
training received prior to teaching at UT
responses to this question were the
provided “content-specific pedagogies”
irrelevance of the training offered, and
which were helpful.
logistical problems with the timing or length of training.
Most Helpful Aspects
Freq.
Most Helpful Aspects
Freq.
Hands-on practice
19
Syllabus and course design
11
Miscellaneous
18
Specific teaching strategies
8
Community
14
Classroom management
8
Pedagogy
13
Mentorship
8
Feedback
11
Appendix E. Training Topics by Category, Ranked in Order from Most to Least Preferred Basics of Teaching
Mean
Creating questions that help students engage
3.08
Designing effective lectures
3.03
Facilitating effective discussion sections
3.01
Creating an active learning environment
2.99
Motivating students
2.94
Grading (e.g. how to save time, create rubrics, provide effective feedback)
2.78
Determining teaching effectiveness (midsemester feedback, CIS scores, etc.)
2.72
Dealing with disruptive behavior and promoting civility
2.60
Making the most of office hours
2.44
Technology
Mean
Ensuring ADA Accessibility standards are met
2.71
Getting the most out of Canvas
2.70
Using technology to support student interactions (e.g. discussion boards, groupwork, etc.)
2.70
Structuring and organizing an online course
2.59
Creating and grading assignments online
2.48
Professional Teaching Identity
Mean
Preparing teaching materials for academic job market (e.g. teaching philosophy, CV, etc.)
3.02
Establishing good relationships with faculty members who supervise teaching
2.63
The roles and responsibilities of a TA
2.46
Inclusive Teaching
Mean
Providing a space where all students feel comfortable to actively participate in class
2.96
Understanding the needs of students with disabilities
2.90
Setting-up and facilitating discussion around sensitive or heated topics
2.90
Considering how your own background or experiences may affect how you teach
2.90
Understanding how your students’’ different backgrounds and experiences may affect
2.89
their learning in class Addressing SSD (Services for Students with Disabilities) accommodation letters
Course Design
2.77
Mean
Aligning course materials, assessments and instructional methods with course goals
2.88
Developing assignments
2.86
Designing and using assessments (e.g. quizzes, exams, presentations)
2.83
Developing Course Goals
2.77
Syllabus /design
2.76
Creating course policies (such as participation, grading, and late-work policies)
2.60
Appendix F. All Training Topics Ranked in Order from Most to Least Preferred Training Topics
Mean
Training Topics
Mean
Creating questions that help students engage
3.08
Developing course goals
2.77
Designing effective lectures
3.03
Addressing SSD accommodation letters
2.77
Preparing teaching materials for academic job market
3.02
Syllabus design
2.76
Facilitating effective discussion sections
3.01
Determining teaching effectiveness
2.72
Creating an active learning environment
2.99
Ensuring ADA Accessibility standards are met
2.71
Providing a space where all students feel comfortable to actively participate in class
2.96
Getting the most out of Canvas
2.70
Motivating students
2.94
Using technology to support student interactions
2.70
Understanding the needs of students with disabilities
2.90
Establishing good relationships with faculty members who supervise teaching
2.63
Setting-up and facilitating discussion around sensitive or heated topics
2.90
Dealing with disruptive behavior and promotive civility
2.60
Considering how your own background or experiences may affect how you teach
2.90
Creating course policies
2.60
Understanding how your students’ different backgrounds and experiences may affect their learning in class
2.89
Structuring and organizing an online course
2.59
Aligning course materials, assessments, and instructional methods with course goals
2.88
Creating and grading assignments online
2.48
Developing assignments
2.86
The roles and responsibilities of a TA
2.46
Designing and using assessments
2.83
Making the most of office hours
2.44
Grading
2.78
Appendix G. Graduate Students’ Anticipation of Teaching Hybrid/Blended/Online Courses by School/College I anticipate having to teach a H/B/O Course as part of my instructional responsibilities‌
n
I do not anticipate teaching H/B/O courses
During remaining time in graduate school
Some point after I receive my degree
Moody College of Communications
62
44%
18%
35%
McCombs School of Business
67
46%
4%
12%
College of Pharmacy
10
50%
20%
30%
College of Liberal Arts
182
53%
11%
32%
School of Information
20
55%
10%
25%
116
59%
8%
24%
57
60%
12%
25%
217
69%
17%
12%
School of Architecture
27
70%
15%
15%
Jackson School of Geosciences
46
72%
9%
20%
LBJ School of Public Affairs
11
73%
9%
9%
College of Natural Sciences
155
73%
10%
15%
9
78%
0%
22%
20
80%
0%
20%
School/College
College Education College of Fine Arts Cockrell School of Engineering
School of Nursing School of Social Work