With good intentions, there has been a push for earlier training of engineering faculty, starting as early as with graduate students aspiring towards faculty positions, in hopes that new faculty are better prepared when asked to teach as primary instructors. The concept of using pre-faculty members as instructors is not novel, however, there are limited reported efforts towards training and supporting the development of future faculty members. Many engineering graduate students experience graduate teaching positions, often being thrown in front of a classroom with limited training or assistance. Graduate teaching assistants (GTAs) are often overwhelmed by the multiple, and at times conflicting responsibilities of graduate students. Recently, efforts have been made to better understand the effects of training programs directed at graduate teaching assistants in STEM fields.
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