Engineering Graduate Students as Teaching Fellows
We have created a model structure that places UM CoE graduate students as Teaching Fellows in Faculty Affiliates’ (Teachers’) classrooms. Fellows augment lesson plans with real-world examples based on concepts taught, and help teachers create classroom activities based on their own research. These activities provide curricular enhancement appropriate to each classroom setting. Program-sponsored campus / laboratory visits feature cutting-edge research to show how engineering and science are relevant to everyday life.
YPSD commits to helping the school and surrounding community embrace the idea that all children will be prepared to attend college. With that concept driving the preparation of every K-8 student, a conceptual understanding of the high school experience and beyond will emerge among students and parents.
The Fellows are available to secondary students to discuss future career plans. This work has traditionally been accomplished by counselors, and will continue to be done by counselors, while engagement by the Fellows and tutors enhances why a student is in high school.
School administrators continue to evolve a system of steps that coordinate curriculum and instruction to help prepare secondary students for coursework leading to specific career choices. For example, YPSD created a graphical depiction, the Learning Continuum, of the college preparation process.
Contributions
Teaching Fellows contribute time, knowledge, and energy to the classroom throughout the school year to increase student understanding, appreciation, and interest in science, technology, engineering, and mathematics. Each Faculty Affiliate (Teacher) is paired with one Fellow, who agrees to assist in the classroom each week for at least six to ten hours per week (usually includes at least two, two-hour periods, along with an additional hour of preparation time outside the classroom). Each team determines the exact role that the Fellow will have in the classroom.
Fellows assist with labs, group work, and class discussions, as well as develop projects, labs, lectures, and demonstrations. Fellows also present their own research, set up and lead tours of their own and other UM CoE labs, and participate in extracurricular activities such as local science fairs or summer enrichment programs.
Activities include fostering self-motivated learning by mentoring and motivating students to conduct independent research, seek advice from others, and ask questions. Participating Faculty Affiliates and Fellows teach the engineering-based analytical approach to solving problems, and engage students in science and engineering research processes. Students have the opportunity to conduct fieldwork to highlight current research and provide background information in the classroom. Students transfer what they learn on field trips to the classroom environment and participate in follow-up activities. Faculty Affiliates and Fellows also publicize local programs that support science and engineering.
Recruitment of Teaching Fellows
The College employed for the pilot year a Graduate Teaching Fellows Liaison. Click here to download the complete document that describes the tasks and duties associated with the K-12 Outreach Assistant – Teaching Fellows Liaison position for the pilot period, January 2007 - August 2008. For additional information, see Chapter 4, People.
This individual works with the project ~10 hours per week, and is primarily responsible for coordinating the Teaching Fellow component of the partnership, which includes (but is not limited to): recruitment of Teaching Fellows (TF), acting as liaison between the Teaching Fellows and the College, corresponding with TFs, planning and coordinating meetings and events as they relate to the Teaching Fellow program. The documentation details the K-12 Outreach Assistant role as served by UM CoE Ph.D. candidate Joy Oguntebi, and is based on the pilot year 2007-2008. All descriptions in this document refer to events that occurred during the employment period (2007-8). This is not an all-inclusive list and will need to be modified as the duties, responsibilities, and future programs/events change.
Fellows' Activities
The partnership was officially launched with seven graduate student fellows assigned to eleven teachers in September 2007 (first Term, AY 2007-8). In January 2008 (second Term AY 2007-8), ten graduate student fellows and ten teachers were paired together. For AY 2008-9, 12 Fellows will work with Faculty Affiliates from YPSD; in addition, the program will expand to include Detroit’s University Preparatory Science & Math Middle School (UPSM).
Each Term, Fellows and Faculty Affiliates participate in workshops that focus on issues specific to their professional development needs and the goals of the program.
Workshops
Fellows come together for two workshops and two meetings per term.
Pedagogy Overview
The first workshop, conducted by YPSD professional development expert and assistant superintendent Weigel, is designed to provide Fellows with district-based pedagogical training. Fellows receive a half-day intensive, seminar-style course on topics such as the Marzano Method (see References, Chapter 10, Marzano et al.); classroom discipline; working with secondary students; role model concepts; student motivation; project design; lesson design; engaging students; and working with parents. They are also briefed on the overarching goals of the program; how to work with tutor volunteers; how to create and update program web logs; and school district rules and regulations. Fellows are also provided with a Membership Form to join the ASEE if they are not already members.
Social Identity and School Culture
Fellows also attend a half-day workshop to enhance understanding of one’s social identity and its connection to meaningful service learning, which are fundamental components for relating to, understanding and improving motivation in today’s high school student. The interactive workshop, designed by the University’s organization for student participation in local, regional, national and global community service, includes identity self-analysis exercises, discussion of the lives of YPSD students and its connection to motivation and achievement, and techniques for improving motivation. During the workshop, Fellows first engage in a warm-up exercise, “life/education road map.” The workshop covers definitions of service learning and social identity, with an exercise in social identity profiles. A presentation is made by YPSD Consultant Carol Cramer about demographics, documented incidents, and observations of YPSD students. Motivational issues based on observations, experiences, and blog entries are also explored, and the connection between social identity & motivation as well as thoughts or feelings about achievement in the current youth climate. The workshop wraps up with methods for increasing and improving motivation.
Fellows Debrief, and Coaching Coordination
Fellows meet at the beginning and during the middle of each term. The first meeting includes volunteer tutors, who coordinate with the Fellows to ensure continuity with homework assignments and to identify secondary students who need help with specific topics. During the second term, the National Society of Black Engineers (NSBE) Chapter at University of Michigan launched a standardized test and technical skills preparation workshop series, which is co-sponsored by (OE)2 and YPSD. The second Fellows’ meeting occurs about mid-term for the purpose of discussing issues, problems, or concerns related to their classroom experiences. (OE)2 staff provide helpful feedback and support during this meeting.
Fellows and Faculty Affiliates “Gala” Events
Both Fellows and Faculty Affiliates meet together at the end of each term to review accomplishments and celebrate successes. This usually takes place at a restaurant where everyone who attends enjoys a good meal in a relaxing setting. During the pilot year, we held one event in December 2007 and the second in May 2008.
Teaching Fellow Instructional Packet
At the beginning of each new term, Fellows receive updated instructions in the form of documentation handed out either in a packet at a kick-off workshop, or via email, or both. The packet includes a description of the position; forms and guidelines for working at the school; instructions on how to use the community blog; instructions on how to work with the tutor/coaches; and a form to fill out in order to join the American Society for Engineering Education (ASEE).
The Teaching Fellow Description
This document covers a range of topics to help Fellows quickly acclimate to working in local schools. Included are
o Fellow-Faculty Affiliate team pairing process
o Inside the classroom: time expectancy; types of classroom activities
o Program survey information (supports the evaluation process)
o Outside the classroom: preparation periods; meetings with partner Teachers; Community Blog participation
o Pairing with Tutor-Coaches in teams
o Workshops
o Background Check Information Form (must be completed before working at the school)
o Dress code
o Ideas for classroom activities and engagement. A new resource center will be up and running during AY 2008-9; in the meantime, Fellows can access ideas on the Community Blog, the (OE)2 Blog (see sidebar, Resources for Teachers, Teaching Fellows and Students, or on the Project C-Tools site (uniqname and password required).
o Transportation
o Reimbursements
o Contact information for questions
2008-9 YHS Class Schedule
1st Hour-7:24-8:23
2nd Hour-8:28-9:27
3rd Hour-9:32-10:40
4th Hour-10:45-12:14 contains lunch 1/2 hour
5th Hour-12:19-1:18
6th Hour-1:23-2:22
Classroom Enrichment Guidelines
Ypsilanti High School's school improvement process has established a set of norms that each TF should bear in mind during classroom time:
o Show respect to all in our academic environment
o Use school appropriate language
o Be on time
o Be prepared to learn
o No electronic devices
o Keep food & drinks in the cafeteria
o Maintain a neat and orderly classroom
o Remain seated until the teacher dismisses the class
Click here to view the YPSD School Calendar. This is very important information for planning and scheduling events or field trips.
The Teaching Fellows' Blog Instructions
This document describes specific guidelines on how to record classroom experiences, navigate others' contributions, and share materials or new activities.
Fellows and Tutor Coach Coordination Instructions
This document instructs Fellows on how to interact with undergraduate volunteer tutors and coaches.
Volunteer Tutors and Mentors
During the pilot year of the program, we recognized that the University of Michigan College of Engineering Chapter of the National Society of Black Engineers (NSBE) had been working at Ypsilanti High School, providing undergraduate volunteers to tutor and mentor secondary students through its Pre-College Initiative (PCI) program.
To collaborate and support their efforts, we assigned a liaison from (OE)2 to help NSBE’s program become even more successful. Angela Dixon served as our first liaison, and she and Brandon Lucas now split that responsibility.
For AY 2008-2009, NSBE Pre-College Initiative offers free tutoring on Mondays and Thursdays, starting September 15, from 2:45 - 4:15 pm at Ypsilanti High School. This year's NSBE PCI Chair is Juliet Amene.
Over the course of the year, the number of volunteer tutors increased, as did the number of secondary students who arrived on designated weekly dates to receive help with their studies in math and science.
NSBE tutors are normally undergradate students, who help secondary students with specific subject areas (math, science). They work on an hourly basis and help with study skills, provide one-on-one assistance, and also act as mentors throughout the academic year.
The first year, we identified the following components of the program that (OE)2 could both augment and participate in. Components:
• The tutoring component will go beyond just helping students with homework in various subjects.
• Tutors/coaches will be heavily involved with providing information that students might have missed in class.
• Tutors familiarized themselves with classroom concepts (via meetings with classroom Teaching Fellowss and/or Faculty Affiliates) so that they know what the students are expected to learn over the course of the semester.
• A pairing process was devised in order to match 2-3 tutors with each Teaching Fellow so that those tutors are responsible solely a particular subject (this was also helpful for evaluations).
• Continuous dialogue between Teaching Fellows and Tutors helped with cross-checking students’ participation in the program.
• Mentoring naturally occurs during the coaching/tutoring process, especially with long-term consistent presence of Tutors. We encouraged Tutors to commit for the academic year.
• Consequently, the Partnership strongly supports the after school tutoring program with YHS students so that a sizeable number of YHS students participate.
• To recruit NSBE members, we held tutoring information sessions and explained expectations of the tutoring program (i.e., activities of tutors/coaches supplement classroom work).
To advertise the program, we worked with Carol Cramer, the Partnership liaison to schools, and the school administration (Assistant Superintendent Richard Weigel, Vice Principal Lewis, etc.). The program is announced at freshman orientation, and during the school week over the PA system; also via fliers that are distributed to Faculty Affiliates (teachers) and Teaching Fellows.
Description: Tutoring component
NSBE holds one 2-hour tutoring session once a week during the Winter term. Bi-weekly Saturday morning workshops occur from 9am-noon. At these, the first 1.5 hours consists of standardized (ACT/SAT) test preparation, followed by a half hour lunch, then by an hour Technical Outreach Community Help (TORCH) hour. The TORCH hour builds secondary students’ skills in Microsoft Office, Photoshop, e-mail etiquette, etc.
Description: Mentoring component
NSBE pairs every student with a College mentor (NSBE,SWE,SHPE members). NSBE requires that mentors/mentees communicate at least twice a month. We plan 2 social events per semester specifically for the mentors/mentees – eg. bowling, leadership workshops, etc. Mentoring involves talking about the college experience, but volunteers work to determine a structured format so that requirements are enforced (social events, senior weekend, etc.).
To offer travel opportunities, NSBE arranged to coordinate with (OE)2 to sponsor YHS students to attend NSBE’s Fall Regional Conference (FRC) and National Convention (last year this was held in Florida), as well as compete in NSBE’s PCI academic competitions.
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