Supporting and Evaluating Pedagogical Professional Development for Graduate Students Chessa Adsit-Morris Center for Innovations in Teaching and Learning (CITL)
The Graduate Pedagogy Fellows Team
Graduate Pedagogy Fellows (GPF) The GPF program supports the development of peer leaders in 21st-century higher education pedagogy, Program with a particular focus on the Teaching Development Assistant (TA) role. Program Goal : CITL seeks to support graduate student professional development and Program Program undergraduate student success by cultivating TA trainers who are Evaluation Implementation well-versed in effective and inclusive teaching methods in every graduate program by 2020.
Phase I: The GPF Program • Winter term : 10-week course focused on inclusive teaching, collaborative learning, evidence-based best practices, assessment, and communication. • Spring term : Fellows work with ~30 33 +200 their departments to develop a Graduate TA Training discipline specific TA training Graduate TA’s Certificates in programs in 30 trained by their program. Pedagogical departments peer leaders. • Fall term : Fellows deliver the Leadership. across UCSC. training to their peers.
Phase II: Program Evaluation Goals of Evaluation are to determine: 1. Whether and to what extent the learning outcomes for the graduate student fellows in the GPF program were achieved. 2. Whether the program affects teaching practices within TA-led classrooms. 3. Whether alterations in TA teaching practices connect with known indicators for student success. 4. Whether the program contributes to CITL’s overall efforts to create an enhanced culture of teaching and learning at the university.
Phase II: Methods Surveys Measure Impacts at 3 levels: • Graduate Pedagogy Fellows • Teaching Assistants Focus Groups • Undergraduates Observations
Graduate Pedagogy Fellow (Pre- and Post-Training) Surveys Teaching Assistants (Post-Dept Training) Undergraduate Students (Engagement & Sense of Belonging) Graduate Pedagogy Fellows: in order to better understand how Focus Groups Fellows understand engagement and inclusivity, and how their teaching practices have changed. Graduate Pedagogy Fellows & Teaching Assistants: in order to Observations identify active and inclusive teach practices.
Where We Are Now 2 Cohorts of Fellows 30 TA training programs Program Development Conducted Focus Groups with 10 fellows Program Program Developed draft of Evaluation Implementation undergraduate survey
Where We Going Refine Analyze Begin pilot data from Phase III research years with more tools 1 & 2 classes
Take Away Question • Engagement and Inclusivity look different in each classroom, how can we create research methods to capture this diversity?
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