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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

Graduate Student Teaching Needs Appendices  

Appendices for the report on Graduate Student Teaching Needs

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