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Creators/Authors contains: "Lanius, Melinda"

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  1. ; ; ; (, College Teaching)
    By encouraging the development of a community of practice, peer mentoring can be a high impact component of a teaching professional development program. However, in implementing our program for novice instructors in the mathematical sciences, we found that pairing up peers and encouraging regular meetings was insufficient to create this desired connection. This article describes our solution, a just-in-time conversation tool called Office Talks, and the impact it had in creating rich mentor-mentee relationships. We provide steps to help others in designing office talks that fit the unique needs of their peer-mentoring program. 
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    Free, publicly-accessible full text available December 16, 2025
  2. ; ; (, 26th Annual Conference on Research in Undergraduate Mathematics Education)
    In this paper, we compare the types of teaching feedback that graduate student instructors provide their peers in comparison to more senior faculty at a large research-oriented university. Additionally, we consider the challenges and benefits that graduate student instructors report concerning providing teaching feedback to a peer. Our results reveal that graduate student instructors and faculty contribute distinct perspectives on teacher growth and together can form a strong support system for first-time graduate student instructors. Additionally, while observing a peer does pose real challenges, we found that graduate student instructors develop strategies to overcome these and report more benefits than difficulties. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ; ; ; ; ; et al (, PRIMUS)
    A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being adapted and replicated at two peer institutions. Using a case study approach, this paper outlines the development of the program components, which include a first-year teaching seminar, peer mentoring and support from a peer TA Coach, a Critical Issues in STEM Education seminar, and K-12 outreach to inform understanding of the pipeline. Additionally, adaptations due to institutional context and the impact of the Covid-19 pandemic are described. Implications for components of the comprehensive program, based on GTA-provided feedback, are discussed. 
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    Full Text Available 
  4. ; ; ; ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Karunakaran, Shiv Smith; Higgins, Abigail (Ed.)
    This poster focuses on the experiences of TA Coaches in a comprehensive graduate teaching assistant training program in mathematical sciences that was designed and refined at one institution and is being replicated at two peer institutions. During program development, TA coaches were tasked with working with GTAs teaching recitation sections of college algebra and calculus I to facilitate active learning pedagogy and were asked to free-form journal about their experience. At the two institutions replicating the program, the duties changed to support the structure and needs of each department. Recent TA coaches at the three institutions participated in interviews about their experiences. This poster summarizes the roles of the TA Coaches across the three universities and explores their perceptions of the unique benefits that the TA coach role provides to the GTAs they assist and their own instructional experiences. 
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    Accepted Manuscript Full Text Available