Diary of a Graduate Teaching Assistant
Shandy Hauk, Michelle Chamberlin, RaKissa Cribari,
April B. Judd, Rhoda Deon, Angela Tisi, Haniyah Khakhail
University of Northern Colorado
Submitted
June, 2006
Abstract. The diary is a compilation of entries
from the experiences of college mathematics faculty and teaching assistants
participating in a departmental seminar on collegiate mathematics instruction.
The journal entries are accompanied by an explanation of both their source and
purpose and followed by a discussion of recommendations and resources for
mathematics graduate teaching assistant development.
August
23, 2002. Friday.
The day started with a two-hour orientation to
being a graduate teaching assistant. There were dozens of people there and we
were all from different departments. This afternoon was the math departmentÕs
orientation. A few introductions to some other TAs and faculty, then I went to
the course coordination meeting. I was handed a textbook, a sample syllabus,
given a pat on the shoulder, and told to go teach on Monday.
The excerpt presented
above is the first of many entries put together to represent a three year
period from a graduate teaching assistantÕs journal. In this article, successive entries from the journal are
provided for two purposes: (1) as points of departure for discussion by those
involved in graduate education and (2) as a case exemplifying in a concrete and
compelling way the current state of graduate mathematics education. Rather than
the diary of a single mathematics graduate teaching assistant (TA), the journal
is actually an amalgam of the experiences of twelve people involved in a
semester-long professional seminar, or proseminar, at a doctoral-granting
institution. Participants ranged from first year graduate students to faculty
members in their second and third years of tenure-track positions. The group
reflectively examined their collective experiences of becoming a college
teacher. Participants wrote about the experiences that shaped the teacher,
scholar, and researcher they were becoming. By capturing a snapshot of the
commonalities to each personÕs remembered experience at the same moment, the
effect was akin to that of seeing a single person over a period of several years.
Year
1 (continued)
August 26, 2002.
Monday.
Well, my first day of teaching is over. ThatÕs about the
best thing to be said about it. ItÕs over. Only 14 more weeks to go. I have no
idea what IÕm doing. I only know I donÕt want to be as horrible as the TAs I
had my freshman year. I think I wasnÕt. I hope I wasnÕt. IÕm trying to be like
my good teachers, but to tell the truth I wasnÕt really paying that much
attention to how
they were teaching when I was a student.
October 20, 2002.
Sunday.
My first semester of graduate school is tough. I donÕt
feel that it is the classes that are so difficult. Instead, it is in the act of
trying to fit into a department that seems so radically different from the one
I just left as an undergraduate.
Trying to fit in with the other TAs seemed daunting at first. All of the
TAs seem very different from me and many are older than I am. I donÕt feel
comfortable asking them questions about coursework because I feel like they are
looking down on me (in reality they probably are not). The exception so far is
Pat, who has been here two years already and is very smart but doesnÕt make me
feel stupid for asking questions. Our office desks are right next to each
other, which has led us to discuss our classes, students, and the faculty. Pat
is my life preserver right now.
I am struggling with
the balancing act of being a TA and a graduate student, not to mention the new
role of spouse. To get the tuition waiver I teach an average of six credit
hours per semester (two 4-hour classes right now and one in Spring) while also
enrolling in at least nine credit hours of graduate work. Being a first-year
TA, the amount of time it takes me to teach is turning out to be pretty much
the equivalent of a full-time job. Okay, I am a little on the
obsessive-compulsive side, but teaching eats up a large part of each day.
October 25, 2002.
Friday.
I am enrolled in a
graduate class taught by Professor K who has the reputation of being a very
difficult teacher. And, to say the least, my undergraduate studies did not
adequately prepare me for an intermediate graduate course. A dilemma has
presented itself: Learn the basic material simultaneously with taking the
intermediate course or survive as a TA.
November 30, 2002.
Saturday.
Thanksgiving is gone. Only a few weeks left in the
semester. As the semester has progressed my work in Professor KÕs troublesome
course has not. I am spending most of my time worrying about what and how I am
teaching, not my graduate class learning. My downward spiral started when I
rationalized the decision to be under-prepared for the classes I was taking
rather than for the ones I was teaching. I am withdrawing from Professor KÕs
course. This way I will finish the semester alive and will pass my other two
courses. My failure to complete that course is related to the fact that it is
my first year teaching but there are other factors at work. With my
undergraduate background being what it was, I was ill-advised and should never
have been allowed to enroll in the course in the first place. Also, because I
feel the pressure of 62 students looking to me to be an excellent teacher and
only one professor looking to me to be an excellent student, I spend my time on
teaching. Although I am being paid
less (as a TA) to teach than the full-time instructors are paid, my students
have paid the full price for the tuition and I donÕt want to short change them.
I was an undergraduate this time last year myself...
January 14, 2003.
Tuesday.
I thought I would find that the fewer classes I taught,
the more time I would have to commit to each class. This hasnÕt really turned
out to be the case. I find myself using the time that I would have spent on a
second class to improve in the one class I have to teach. At least I know more
about the class and what to expect from the students taking it for ŅgeneralÓ
education. I still donÕt know what to say when they ask ŅWhen am I ever going
to use this?Ó except to say I donÕt know and so why not learn it. I talked to
A.J. and Pat about this but they said they didnÕt know either. Maybe IÕll bring
it up in the teaching seminar that starts this week. I didnÕt take it last
semester because I had too much to do. I found out I had to take it in my first
year or I wouldnÕt get rehired next year. Okay, so IÕll go, better late than
never I guess.
March 8, 2003.
Saturday.
When I came to graduate school I had two main goals for
my teaching: Center class on ideas that were interesting and minimize cheating.
I worked on exams to make sure I gave students ample time. It was not until
this semester, as I am taking a graduate seminar in college teaching, that I
have begun to evaluate my Ņassessment goals.Ó Being forced to have my exams
reviewed by a seasoned professional has brought to light many of the
assumptions I had about teaching and how learning should be evaluated.
Questions like ŅWhat proficiency are you testing for by including this problem
on the exam?Ó or ŅHave you asked for this information more than once? Why?Ó and
ŅHow will a student who only knows the basics of what you taught do on this
exam?Ó are all now a part of my planning. I find myself questioning my motives
on a regular basis and feel this reflection has a tremendous impact that
improves the quality of my teaching. I will find out whether or not this is
true if I actually go through with the Ņmid-semesterÓ evaluations suggested in
the seminar. To be honest, I am afraid to ask the students what they think. It
feels to me like things are going well. But, I might be wrong...
March 12, 2003.
Wednesday.
Okay, I did it. Mid-semester evaluations. Whew. There
were only four questions (or as the seminar leader Professor D would say,
ŅpromptsÓ):
1. Describe two things
that you have learned in this class.
2. Describe two things
we have covered in class that you wish you understood better.
3. What challenges are
you facing regarding this class right now?
4. What do you need
(from yourself, me, classmates, etc.) in order to meet these challenges?
The nice part was that they (the students) said they had
learned some things. This is good to know! Although, I have to admit, the
things they said they learned are much more basic than I would have guessed.
Several of the things they described that they wished they understood better
are things I myself have struggled with. Hmm. Coincidence? I think not. Okay,
IÕll face up to it and figure out how to get at those ideas better. I suppose
thatÕs one good thing about still having six more weeks of class Š I can still
do something about those ideas being understood. I was surprised by the kinds of things they said were
challenges. Several people said they were working so many hours a week they
didnÕt spend the time on homework that they should. Okay, that irritated me.
Why are they in school if they arenÕt going to spend the time on school? How do
I address that?? I will not lower my standards. IÕll ask in seminar and ask Pat
about it, and maybe A.J. too. The suggestions the students gave were kind of
weak, like ŅI should spend more time on the class.Ó Yeah, they should. But will
they? Again, something to bring up in seminar.
March 14, 2003.
Friday.
I was reading back over my journal and noticed I hadnÕt
mentioned anything about my graduate courses this term. ThatÕs probably because
IÕm spending so much time on them with the study groups I have gotten involved
with. I know how to study, well, mostly. It is the preparing to teach that is
still new enough that I get a kind of avalanche-hanging-over-me-waiting-for-a-loud-noise-to-come-smothering-down-on-me
feeling. I talked with Pat, Lee, and A. J. after studying last night and
mentioned my pending avalanche feeling. Ironically, that led to skiing and now
we are planning a trip for Spring break.
We also talked about the problems we were having in the
classes we were teaching. Some of the time was just listening to each other
vent frustrations. I have been to two dinner parties now this semester where
the only rule was that we couldnÕt discuss school (learning or teaching). These
things (dinner, skiing, and the musical on-campus we went to last month) are
bringing us closer together as a group trying to deal with the stress of
graduate school. Studying my fellow sufferers and the ways they talk about
dealing with their problems as teachers and students is helping me to
understand myself and to appreciate the value of working together (rather than
in isolation).
Year 2
December 19, 2003.
Friday.
Finished another Fall semester! Finals graded, grades
turned in, and I have looked at my evaluations. I had a new class to teach this
fall, two sections. It went much better than last fall, thatÕs for sure. This
time I used more of the ideas from Professor DÕs seminar, I especially like the
mid-semester evaluations. My end of the semester evaluations are better. Last
fall my average was 3 out of 5 (5 being best). Now they are almost 4 out of 5
plus the comments students write are informative. The few days I didnÕt lecture
and we did ŅinteractiveÓ sorts of things stand out as good for them. IÕm not so
good at activities where I am not leading but I think I would like to get
better at them. I have signed up for another teaching seminar. Pat, who is
graduating this year, asked me why I did that, since it wasnÕt going to count
for anything (because only one semester of teaching seminar gets counted into
the units for graduation). I wasnÕt sure what to say back. I mean, I want to
get better as a teacher, I want it to take less of my brain power to do it, so
shouldnÕt I learn more about it? I know more now and am not feeling nearly as
overwhelmed... more just ŅwhelmedÓ I guess... as I felt at this time last year.
Din, who is new this year, was watching this
conversation closely. Din was a grader this Fall and has passed the language
exam to be given his own class in the Spring. I thought it was important for
him to hear that the seminar was useful, so I actually ended up arguing some
with Pat about it. I guess Pat doesnÕt know best about everything. I mean, up until today, I took what Pat
said as gospel for the last year and half. In the end, I just said that maybe Pat had some natural
talent for teaching that I didnÕt so I wanted the seminar as support and I
turned to Din to ask if he was going to take the seminar with me. He looked
back and forth between Pat and me and said he wasnÕt sure. I guess I felt, I
donÕt know, like I had a responsibility to the new guy. So I started talking
and kind of surprised myself with all the things I had to say about the
seminar. It isnÕt really that there were so many ideas there that I could just
take to class and use. It was more about having the regular, one hour a week
time with other graduate students. Yeah, we do social things and we have study
groups but sometimes it feels like the older graduate students (more advanced I
mean) would rather not talk about teaching, like they know how itÕs done and
donÕt need or want to hear about it anymore because theyÕre too busy. I can understand this point of view. I
know I feel like there are twelve hours of things that I want to fit into every
waking hour.
March 4, 2004.
Thursday.
When I applied to graduate school I sort of imagined
myself in a book-lined library at a big wooden table reading and working. I
canÕt even remember the last time I went to the library. I know that sometimes
if I canÕt find something on the internet or electronically in the library from
my desktop computer, IÕll give up on it. Not very scholarly of me, huh? I wish
there was a seminar on being a scholar! I like the ones IÕve had on teaching
but there isnÕt much guidance out there on how to grow up and put it all
together and be a professor. I know IÕm supposed to find an advisor. I donÕt
know how to do that. It will just have to wait until after comps (comprehensive
exams). After all, I want to make sure I can do at least that well before I
start believing IÕll actually start researching.
Year 3
February 3, 2005.
Thursday.
Defended my proposal today. Looks like IÕll be writing a
dissertation under Professor K after all. The research assistant job for next
year fell through (Professor K didnÕt get his grant renewed Šwhatever that
means). All I know is that he said it means I will be teaching next year.
Should I ask to teach a class IÕve taught before? Will that take less time?
Knowing me, nope. I might as well teach something new.
Din was telling me about his problems with communicating
with his students. He said he assumed that English was the national language
and that everybody would speak standard English. Then he said it took a while
to figure out what a student meant when he said ŅIÕm not buying that.Ó He asked
the student, in class, about it. Din went on for a while about everything in
the U.S. being a business of some kind. Why, he asked, couldnÕt the student
have said ŅI donÕt understand thatÓ (which it turned out he meant)? Din said he
wanted to use the words students were comfortable with so he had to learn new
words. A.J. heard the conversation (we were sitting in the Zoo Room, the big room
where about half the grad students have cubicles). A.J. said it was also
important for the undergraduates to learn the ŅproperÓ usage of language,
especially if they were ever going to move up in the academic world. Then Lee
chimed in and said that what was comfortable to some students might not be
comfortable for all, and agreed with A.J. that using standardized language was
important.
Din asked if he could come watch Lee teach. Lee said
okay. Wow. Having someone else watch me teach, I mean other than my students,
that would be hard. I know Professor D suggested it in the teaching seminar
but, well, I made sure it never happened. I donÕt need that kind of
aggravation.
February 28, 2005.
Monday.
I just read my entries for the last month and had to laugh.
Din started this big trend when he asked Lee if he could observe her
teaching. I have had at least one
other TA watching me teach every day for the last week. I have been surprised
at my own response to the strangers in my classroom (okay, I know them, but
they feel like strangers). ItÕs like worlds colliding or something. These are
the people I studied with for comps, who were in classes I was taking, not
people who were with me in classes I was teaching. I still donÕt know how I
feel about this observation business. I wish there was a way for me to get
something out of it. I mean, the three TAs who have come to watch my classes
have said ŅThanks, you did greatÓ but thatÕs about it. Well, IÕm still
struggling with the whole research-teaching thing. Right now it seems as if
IÕll only ever be mediocre at each. What a difference from what I expected from
graduate school. I have heard other people talk about ŅsurvivingÓ grad school
and not understood. Now I am beginning to get it. I was talking to Professor W
earlier this week (he was hired this last fall, itÕs his first tenure-track
job). I asked what Ņtenure-trackÓ really means. I mean I know it means you get
to keep your job once you get tenure, but it was all kind of hazy to me. He
said he had to do research, teaching, and service. Well, I pretty much know
what the first two are, but ŅserviceÓ?
He talked about committees, but lost me after a few seconds. I guess
IÕll find out when (if?) I ever get where he is. I still donÕt have any idea
how to find out what kind of jobs I might look for when I finish.
April 8, 2005.
Friday.
As promised, Professor D showed up in my class this last
Monday. She actually gave me good feedback. She commented on my questions of
students, that I was asking obvious, easy questions and that if I asked more
complex questions and allowed more time in waiting for an answer, I would
probably get more and better student responses. So, I tried it Wednesday and
today. Asking questions that werenÕt just one tiny idea at a time. And I waited.
Boy did I wait. Okay, so when I looked at my watch during the third ŅwaitÓ it
turned out to be less than 15 seconds. I donÕt think I ever realized how long
15 seconds can be. By the end of the hour on Wednesday the students were
obviously more engaged in what was going on. What amazes me is what happened
today. I asked a question about the relationship between a new thing and
something from Wednesday. And then I prepared for my wait by turning slightly
away from the class for a second. When I turned back around seven people had
their hands up. Seven! I wanted to hear each person but couldnÕt because I had
so much to cover.
Now I am on the horns of a new dilemma: The students are
getting involved but it takes up so much time! How can we possibly cover
everything? I went to Professor D with my question and she asked me if I
thought students could learn something even if they hadnÕt heard it come out of
my mouth first. Hmm. I hadnÕt thought about it that way before. Well, yes, of
course. I learned plenty as an undergraduate that didnÕt come out of my
teachersÕ mouths. In fact, now that I think about it, that was part of how my
best teachers taught. The good teachers had expectations of me that I could not
fill just by parroting back what I had heard. Everything seems to happen in baby steps, then occasionally
thereÕs a leap. Like this afternoon when I met with Professor K, to show him
the tiny result I thought I had. He congratulated me on finishing my
dissertation and said all that was left to do was write it up.
Discussion
Three
broad areas of concern for TAs emerged as we developed this synthesized
portrait:
a) mentoring in teaching, research, and service from faculty members, b)
opportunities to collaborate and work with their fellow graduate students, and,
discussed in the proseminar but only touched on in the journal, c) assistance
obtaining a job. In particular, we identified seven core concerns in these
three areas. Five go with (a) and (b) and align with the five recommendations
given in a variety of reports on doctoral students (Austin, 2002; Herzig, 2002,
2004). These are that there is need for:
(1)
faculty mentoring, advising, and feedback to TAs on their progress as students,
as teachers, as future colleagues, and on balancing these roles;
(2) structured
opportunities to meet, observe, and talk with graduate student peers about
discipline-based expectations (including regular study groups), teaching, and
career possibilities;
(3)
opportunities to teach a diverse collection of classes while taking on teaching
responsibilities gradually, over time (e.g., grade for first term and observe
others, assist or team teach in the second term, then become instructor in the
third term of graduate school);
(4)
information and guidance about the roles and responsibilities of faculty
members in teaching, research, and service, including proposal and grant
writing, advising undergraduates, outreach, and technology in teaching; and
(5)
recurring organized reflection by TAs on the demands of academe, and the
culture of the discipline
An additional concern
for the proseminar group, associated with (b), was the expressed need for:
(6) unstructured social interaction
opportunities with fellow graduate students where discussion of work is limited;
such as the skiing, dinner parties, and other social events mentioned in the
journal.
Finally, for
participants in the proseminar, part of the expectations graduate students had
from faculty:
(7) guidance on getting a job Š ranging from what kinds
of jobs are out there, to what the interview process is like, to the
perspectives of those who are on hiring committees.
Graduate
faculty are rarely compensated (either with credit toward load or pay) for
efforts to advise, mentor, or otherwise help prepare TAs for graduate school
and beyond (Prieto & Meyers, 2001). Nonetheless, it is both our right and
responsibility as the graduate faculty to prepare our students. Some methods
for supporting graduate student professional development are given below. These
are loosely ordered according to the amount of time and planning necessary.
(1) Hold a one-hour
Ņgraduate advisingÓ session one evening each term, just before graduate
students sign up for courses for the next term. At our institution, we gather
commitments from graduate students and graduate faculty to have a ratio of no
more than 3 to 1 at the meeting. We meet in a room with small tables (3 to 6
people each). Pizza and soft drinks are provided, as are copies of the coming
termÕs class schedule and university catalog. The meeting starts with 12 to 15
minutes of overview on courses to be offered. During this time, any faculty
member can have 2 minutes to very briefly share information about a
course. The remaining 45 minutes
is spent at the tables, eating pizza and talking about course-taking and
program decisions. In general, the
graduate students who attend this advising session are
pre-qualifying/pre-comprehensive exam students in their first two years of the
PhD program.
(2) Contact the
institutionÕs center for instructional development to provide staffing and
topics for a regular (monthly or weekly) presentation or workshop on teaching
and learning. Ask that the meeting occur in a room in the departmentÕs
building/area (i.e., a place already frequented by the departmentÕs graduate
students and faculty). Ask the center to be responsible for promoting the
workshop.
(3) Convene a
one-hour per week departmental seminar on teaching and learning and require
it for all first-year graduate students in the department. Probably best led by
someone with expertise in collegiate mathematics education this seminar Š not a
lecture or presentation Š is on specific topics, involves short readings,
videos, or other prompts, and allows time for discussion (using, for example,
De Long & Winter, 2002, or Friedberg et al., 2001). This suggestion
includes the possibility of formalizing or extending Ņcourse coordinationÓ
efforts into a 1- or 2-hour per week seminar that includes exploration about
teaching as well as Ņhow toÓ discussions about specific course content.
(4) Enhance existing
communication among graduate students and new faculty by creating a
BlackBoard virtual seminar that meets weekly (or similar web-based ŅcourseÓ Š
WebCT, etc.). From our experiences such a virtual seminar, especially when
conducted in conjunction with course coordination topics, takes the seminar
facilitator about the same amount of time to lead as a face-to-face
seminar. If a virtual seminar is
pursued, use a computer program or administrative assistant to send email
reminders to department members about the virtual meeting each week, include in
the email a direct link to the seminar web login page. If there is a common
password and login for all, provide that in the email as well.
(5) Extend existing Ņcourse
coordinationÓ to include substantial seminar-like activities (see above)
and peer observations of teaching. Observations of teaching will be most
beneficial to those involved when using a common observation instrument
accompanied by time for discussing the processes and reactions to observation
(possible instruments include those found in the Center for Education (2002)
online book).
(6) Provide structure
and funding for summer mentoring. Support graduate students over the summer
with a stipend to work on faculty summer projects, as long as they are Ņmaking
timely progress towards their degree.Ó Though not widely available, our
institution has such a fund. Each spring a faculty member from the departmentÕs
PhD committee gathers, from those interested in having a graduate assistant in
the summer, brief descriptions of their summer research plans. The descriptions
(typically 50 to 150 words long), include topic, time period in the summer of
the activity, estimate of the commitment expected from the graduate student,
and some detail about what the graduate student would be doing. Graduate
students then apply for the opportunity to work with faculty members whose
research interests them.
The
socialization into a mathematics department is challenging for all students,
particularly for students whose undergraduate and home backgrounds are
culturally distinct from the prevailing culture of academic mathematics
(Austin, 2002; Herzig, 2002, 2004). Creating spaces for interaction by having
seminars and informal gatherings are things that departments can do that will
lessen the isolation of graduate students and support their move into the new
community of the department (Tinto, 1993). As noted, graduate students want to
get to know their fellow graduate students, to visit with them socially, and to
work with them on their common classes and teaching assignments. The
suggestions made above offer the time and space to begin to build informal
relationships. Also, our graduate students have commented that a large room
with up to five desks (for first- and second-year students) has been very
conducive to informal interactions.
Finally,
graduate students want assistance with obtaining jobs; jobs that may be quite
unlike our positions. As Adams
(2002) noted, people with doctorates are produced at fairly powerful
institutions but the vast majority of the graduates of these programs get jobs
at 2- and 4-year Ņteaching colleges.Ó Few graduate faculty have any knowledge
of what such teaching jobs are like and many disdain them (despite the fact
that some of each batch of new graduate students came through such colleges).
Seeking a position where excellence in teaching is at least as significant a
component as discipline-centered research requires a different approach from
looking for a Research I job. A different sort of curriculum vitae is needed.
Professional teaching portfolios are rapidly gaining power as evidence of a
scholarly approach to reflective classroom practice and as components in
college faculty evaluation (Center for Education, 2003; Linse, Turns, Yellin,
&VanDeGrift, 2004; Seldin, 1997). The courses or seminars suggested above
can be broadened to include teaching portfolio development, to help TAs prepare
themselves to be the kind of teacher-scholars sought by many post-secondary
hiring committees (Adams, 2002; Austin 2002; Boyer, 1990; Fulton, 2003;
Ouellet, 2005; Richlin, 2001; Speer & Hald, in press).
As
graduate faculty, we have to prepare our students for the fact that fewer than
10% of them are likely to get jobs like ours (Adams, 2002; Metz, 2001). Most
will have jobs with three, four, or more courses to teach each term. This is
okay. Many of the TAs we work with are at least as interested in teaching and
the scholarly development of their teaching as they are in discipline-specific
research. If they want to teach and want to do it well, good! Great! Let us
facilitate that. One way to start might be to gather and discuss the TA journal
entries presented here. Other case-based resources exist for post-secondary
teaching. A non-exhaustive list of these is offered in the references.
References
Adams, K. A. (2002). What
colleges and universities want in new faculty. Preparing Future Faculty
Occasional Paper Number 10. Washington, DC: Association of American Colleges
and Universities.
Austin, A. E. (2002). Preparing the
next generation of faculty: Graduate school as socialization to the academic
career. The Journal of Higher Education, 73(1), 94-122.
Boyer, E. (1990). Scholarship
reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie
Foundation for the Advancement of Teaching.
Center for Education, National
Research Council (2003). Evaluating and improving undergraduate teaching in
science, technology, engineering, and mathematics. Washington
DC: National Academies Press. On-line at http://fermat.nap.edu/books/0309072778/html
DeLong, M., & Winter, D. (2002).
Learning to teach and teaching to learn mathematics. Washington
DC: Mathematical Association of America.
Friedberg, S., Ash, A., Brown, E., Hughes
Hallett, D., Kasman, R., Kenney, M., et al. (2001). Teaching Mathematics in
Colleges and Universities: Case Studies for Today's Classroom: Faculty Edition. Providence, RI:
American Mathematical Society.
Fulton, J. D. (Ed.) (2003). Guidelines for
programs and departments in undergraduate mathematical sciences. MAA Guidelines Task
Force. Retrieved July 27, 2005 from
http://www.maap.org/guidelines/guidelines.html
Herzig, A. (2002). Where have all
the students gone? Participation of doctoral students in authentic mathematical
activity as a necessary condition for persistence toward the Ph.D. Educational
Studies in Mathematics, 50, 177-212.
Herzig, A. (2004). Becoming
mathematicians: Women and students of color choosing and leaving doctoral
mathematics. Review of Educational Research, 74, 171-214.
Linse, A., Turns, J., Yellin, J. M. H.,
VanDeGrift, T. (2004). Preparing future engineering faculty: Initial outcomes
of an innovative teaching portfolio program. Proceedings of the 2004
American Society for Engineering Education Annual Conference & Exposition,
Salt Lake City, Utah, June 20-23, (Session 3555). Retrieved January 30, 2005 from http://www.asee.org/acPapers/2004-1416_Final.pdf
Metz, M. H. (2001). Intellectual
border crossing in graduate education: A report from the field. Educational
Researcher, 30, 12-18.
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