1. Graduate Student Teacher Training and Support at Clemson Meredith Burr Department of Mathematical Sciences, Clemson University, Clemson, SC burr3@clemson.edu

2. Background Prior to 2014: No formal training before being instructor of record 1 credit class during first semester of teaching to support teaching specific course (Business Calculus or Essential Mathematics) August 2014: 3 day teacher training offered Required for students about to teach for the first time Began mentoring program. Assign faculty teaching mentors to new graduate student instructors Spring 2015: 1 credit class on Graduate Student Teacher Training offered for the first time; Required for first year graduate students

3. Background, cont. Fall 2015: Mentoring program continues (some issues) Additional support class offered: For Intro to Statistics lab instructors Spring 2016: 1 credit class on Graduate Student Teacher Training offered again Additional support class offered: For Calculus II instructors

4. Math 9700: Graduate Student Teacher Training Instructors: M. Burr and Shari Prevost Class size: 20 students Texts: Teaching at its Best, 3 rd Ed., by Linda B. Nilson A Handbook for Mathematics Teaching Assistants, by Tom Rishel, published online at http://www.maa.org/programs/students/student-resources/a- handbook-for-mathematics-teaching-assistants. http://www.maa.org/programs/students/student-resources/a- handbook-for-mathematics-teaching-assistants. Main Assignments: (1)Observing two math sciences classes and completing classroom observation forms; (2)Preparation and delivery of two 20-minute lectures on an assigned topic; (3)Answering questions at the board.

5. DateTopic Jan. 8 Overview; Collect student surveys and assign observations Jan. 15 How to prepare a lecture (Do's and Don'ts); Assign topics for first practice lectures Jan. 22 Instructional Technology: what technology is available and how to use it effectively Jan. 29 Guest speaker: Linda Nilson on “Preventing and Handling Student Issues” Feb. 5 No class (This should give you time to complete your class observations and prepare your practice lecture.) Feb. 12 Practice lectures; Observation assignment due Feb. 19 Practice lectures Feb. 26 Snow day – class cancelled Mar. 5 Answer questions at the board Mar. 12 Answer questions at the board Mar. 19 No class - Spring Break Mar. 26 Discussion of active learning strategies; Assign topics for second practice lectures (lecture must now include an active learning component) Apr. 2 Practice lectures with active learning Apr. 9 Practice lectures with active learning Apr. 16 Wrap-up: Discussion on balancing research, classes, and teaching. Apr. 23 TBA

6. Observation assignment Observe two classes (one Essential Math or Business Calculus I or II and one Calculus I or II) and complete classroom observation forms classroom observation forms Reflection questions on observation: What teaching methods were employed during the class meeting? Would you employ the same teaching methods for this material in your class? What other teaching methods would you consider using for this material in your class? Explain.

9. Practice Lectures & Answering Questions Topics: 1.6: Inverse Functions and Logarithms 2.3: Calculating Limits Using the Limit Laws 2.6: Limits at Infinity; Horizontal Asymptotes 3.5: Implicit Differentiation 4.1: Maximum and Minimum Values Students prepared and presented a lecture and received feedback from other students and from faculty observer. Practice Lecture Feedback Form Students answered questions at the board about their section.

11. Challenges and Thoughts for Improvement Challenges: Scheduling 1 credit P/F class is not always their priority Language issues Varying effort on preparation Possible Improvements: Increase accountability by having students give a 20 minute guest lecture in a real classroom Additional course and/or support for foreign students

12. Math 9000: Professional development and support for graduate students teaching Calculus II Weekly 1 credit class for all Calculus II graduate instructors Seminar to focus on: what to emphasize in each section what topics are most difficult for students ideas to use in preparing lectures exam design and grading other issues that may arise during the semester Classroom observations included

13. Thoughts for the Future Continue to offer Graduate Student Teacher Training and support seminars. Improve administration of the mentoring program Involve senior graduate students in mentoring first- time graduate instructors, especially foreign students