1.) Identify the learning goals of one of your campus CIRTL programs. To provide a diverse group of STEM Ph.D. students with mentored teaching and research experiences that lead to familiarity with theoretical and practical materials associated with conducting teaching-as-research and enhances their professional development. MSU-FAST (Future Academics Scholars in Teaching) Fellowship Program 2.) Describe your evaluation strategies and timelines. Pre- & Post-program surveys that address cognitive and behavioral objectives (Surveys are also used for the cross-institutional evaluation of capstone programs at MSU, CU, and UW) Follow-up program interviews with Fellows (Lessons Learned) Assessment of the development of individual TAR projects from initial presentation of ideas to project completion Professional development predictive model that describes influential variables impacting FAST Fellow degree completion and success securing academic positions 3.) What evaluation issues have arisen so far, or do you anticipate? How do fellows apply their disciplinary thinking process when conducting TAR projects? Instrument development: Refine post-program interview questions (assistance from M. Connelly, A. Austin). Interview piloting process. Evaluating project materials.

1.) Identify the learning goals of one of your campus CIRTL programs. The overarching goal of The Graduate Schools (GS) program is to increase successful graduate degree completion rates by improving the quality of faculty-graduate students relationships. The objective of the programs workshop is to increase participants knowledge/skill in using the interest-based approach to prevent and resolve conflict with their graduate student/faculty advisor and others in the future. MSU-Setting Expectations and Resolving Conflicts Between Faculty and Graduate Students 2.) Describe your evaluation strategies and timelines. The GS Staff used an integrative methodology, combining quantitative and qualitative assessments. One hundred and twenty-one graduate students completed the pre- workshop surveys and 69 participants completed the post-workshop surveys over seven workshops, conducted over a three year period. Nineteen subjects participated in post- workshop focus groups conducted over 3 sessions. 3.) What evaluation issues have arisen so far, or do you anticipate? Determine how graduate students and faculty specifically resolve conflicts and what was/is the overall outcome. An initial survey has been developed to investigate this topic, searching for funding.

1.) Identify the learning goals of one of your campus CIRTL programs. The goal of this series is to help students develop a better understanding of the skills and decision-making needed to meet their career and professional objectives. The Graduate School strives to build a career and professional development program that will help: broaden awareness of professional expectations in graduate education prepare students to plan and manage their own careers promote graduate student retention and completion provide students a competitive edge in securing professional positions MSU: Career Selection and Professional Skill Development Workshop Programs 2.) Describe your evaluation strategies and timelines. Annually develop questions and objectives that form the basis for developing workshops. Students- a pre-workshop survey to address cognitive and behavioral objectives. Students- a post-workshop survey to address cognitive and behavioral objectives. Use survey data to develop focus group protocol. Focus group interviews with participants (~ 6 mths. after workshops). Data are used to alter program offerings in subsequent years. Network analysis of graduate student outcomes (following MSU NRC faculty study model) Predictive model of influential variables impacting student success in career trajectories. 3.) What evaluation issues have arisen so far, or do you anticipate? Attendance/participation in focus groups Building central data base for this and other programs