Innovative Pedagogies

Preparing Future Faculty to Assess Student Learning Michigan State University Graduate School Henry (Rique) Campa, III, Ph.D., C.W.B.® (campa@msu.edu) (Karen Klomparens, Ph.D.; Melissa McDaniels, Ph.D.) Council of Graduate Schools-PFF-ASL Workshop – October, 2018

Presentation Overview What pedagogical tools and strategies have been most successful in your program? What tools and strategies have been least successful? What data or other evidence demonstrates these outcomes?

(reported by K. Klomparens, Dec, 2014) Strategies (reported by K. Klomparens, Dec, 2014) Enhancing existing programs at the university, department and college levels Cultivate “communities of practice” Develop resources and infrastructure to support ongoing work.

“Moderate” and “High Engagement” Teaching What pedagogical tools and strategies have been most successful in your program? “Moderate” and “High Engagement” Teaching Professional Development Programs Examples: -Teaching Assistant Orientation Program (enhanced, “CIRTLized”) -Certification in College Teaching Institute (enhanced, “CIRTLized”) -PFF-ASL Spring Assessment Institute (developed) -Teaching Fellowship Programs (enhanced; communities of practice) Focus: concept and use of backward design :writing measurable learning objectives :use of cooperative learning practices :align assessment with objectives and teaching practices

“Moderate” and “High Engagement” Teaching Professional Development Programs Institute-Type Teaching Professional Development Activities and Programs E.g., TA Orientation (leverage CIRTL core-ideas) E.g., Certification in College Teaching Institute (2009 – Present; leverage CIRTL core-ideas) Multiple days Group and individual work Pre- and Post-Program Surveys, Reflections FAST (Future Academic Scholars in Teaching) Fellowship Program Since 2006 132 STEM Fellows Leverages the CIRTL Network Use of backward design to implement “teaching-as-research” projects Academic year-long program; cohorts

Partnerships and Collaborations to Build Communities of Practice and a Culture of Assessing Teaching and Learning Colleges, Graduate Associate Deans, Graduate Program Directors CIRTL Network and Colleagues -Revised TA Orientation (content and structure) -FAST Fellowship Program (NSF CIRTL and MSU Graduate School) -Residential College of Arts and Letters Teaching Fellowship Program -Interdisciplinary Inquiry and Teaching Fellowship Program -Inside Teaching Fellows Program -Scholarship of Undergraduate Teaching and Learning Fellowship

What tools and strategies have been least (challenge?) successful? Challenge (or opportunity?) – teaching professional development occurs in many spaces: graduate school, departments, schools, professional societies (NSF-IUSE: CIRTL) Timing of TA assignments (e.g., several days before the semester) Online resources can help: -PFF-ASL digital resources: Graduate School’s YouTube -CIRTL synchronous courses -NSF-funded CIRTL MOOCs (evidence-based teaching practices) What will I teach, how will I teach?

What data or other evidence demonstrates these outcomes What data or other evidence demonstrates these outcomes? Pre-/Post-Surveys; Artifacts; Projects; Interviews E.g., Teaching fellowship program (FAST) – placement 80% in academic positions Learning gains: Assessing teaching/learning, backward design, expectations of early-career STEM faculty, “evolution of TAR projects” Challenges: Writing “Objectives” for teaching and learning, alignment: methods w/ question and available data (E.g., Word Cloud from 3 yrs of FAST Fellows’ Project Abstracts) (Prevost, Vergara, Urban-Lurain, and Campa. 2018; Innovative Higher Education)

Examples of Teaching- as-Research Projects A Classroom Coming Alive with Insects: Insights into Quantitative Literacy Through an Aquatic Biomonitoring Activity Student Perceptions of Cooperative Learning Groups in an Agronomy Course Impacts of Online Activities on Student Learning and Engagement in an Upper-Level Undergraduate Course Effects of Implementing Flipped Classroom Elements and In-class Discussion on Student Performance

Certification in College Teaching Institute Effects 2 yrs; Pre- and Post-Program Surveys; Reflections Teaching Expectations Teaching Philosophy Collaborative Learning Using Tech. Using BWD

Phases of Professional Development: Goal to build capacity Institutionalizing : Strategically Using Resources, Networks, Partnerships How does “institutionalizing” (process) occur across campus? Have a question, Develop an idea. Institutionalization & Resource allocation/ sharing Sell/Pitch the idea, Generate pilot resources Implement the idea and evaluate Leverage networks, partners Disseminate, Generate Value, Adapt, Repeat

Thank You. Questions? Contact: Henry (Rique) Campa, III, Ph.D., C.W.B.® campa@msu.edu Council of Graduate Schools-PFF-ASL Workshop – October, 2018

Innovative strategies CGS Best Practice workshop: Preparing Future Faculty Innovative strategies Karen P. DePauw, Ph.D. Vice President & Dean for Graduate Education Professor, Sociology and Human Nutrition, Foods & Exercise October 18, 2018

Transformative Graduate Education (TGE) Scholarly Inquiry Social Responsibility Knowledge Leadership DePauw 2003 (rev 2017) Technology, inclusion & diversity, interdisciplinary, ethics, & global

compliment and expand upon traditional academic training in the disciplines interdisciplinary graduate education create affirming, inclusive graduate community Transformative graduate education (TGE)

Transformative Graduate Education (TGE) Preparing Future Professoriate (PFP) Career Professional (PFPro) Teaching/Learning, Academy for GTA Excellence Citizen Scholar Engagement (CSE) Citizen Scholars Communication Science & Public Engagement Scholarly Inquiry Social Responsibility Knowledge Leadership DePauw 2003 (rev 2017) Technology, inclusion & diversity, interdisciplinary, ethics, & global

Graduate Courses & Certificates Citizen Scholar Seminar (3) Preparing Future Career Professional (3) Industrial Professional in Science & Engineering (3) Diversity & inclusion for a global society (3) Communicating Science (2) International Research (3) Interdisciplinary Research & Graduate Education (3) Preparing the Future Professoriate (3)* PFP: Global Perspectives (3) GTA Workshop (1) Contemporary Pedagogy (3)* Library Research Skills (1) Interdisciplinary Research in Science & Engineering (1-3) Ethics and Responsible Conduct of Research (2) *Future Professoriate graduate certificate

Preparing the future professoriate: Global perspectives program (GPP) Since 2006 13 + 4 programs (Switzerland, Chile, Ecuador) 160+ participants 7 summits at Swiss Embassy 7+ web published manuals

Academy for GTA Excellence @VT_GrATE

application of knowledge for a global society “Type a quote here.” application of knowledge for a global society

14 IGEPs ~325 students ~270 faculty

Transformative Graduate Education (TGE): GRAD courses Total number of students enrolled - 1279 through Spring ’18 (excl GTA workshop - 900+ annually) 684 enrolled in Future Professoriate graduate certificate 609 earned graduate certificate 169 Global Perspectives Programs (GPP) participants Technology, inclusion & diversity, interdisciplinary, ethics, & global

Q27: How well prepared do you feel for whatever you are doing next in your career or academic pursuits? 75% of students who indicated they participated in any TGE initiatives feel extremely well, or very well prepared 79% of students who indicated they received the PFP certificate feel extremely well, or very well prepared 68% of students who indicated they did not participate in any TGE initiatives feel extremely well, or very well prepared Students who participated in the PFP Certificate felt the most well prepared

Challenges How to scale the program offerings How to enhance the offerings How to financially support the programs How to continue to teach the courses and bring in new faculty Continuity of programs with leadership transitions

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