The COVID-19 crisis brought about shift demands for innovative and multi-faceted approaches to faculty support at the? University of Denver's Office of Teaching and Learning. This required an 'all hands on deck' approach to train faculty in online course design and appropriate technologies. As graduate assistants, our dual perspectives as faculty developers and students provided unique insights into both elements of teaching and learning during a pandemic.?This project is a narrative case study which describes the culture and processes of honoring our perspectives while utilizing and developing our skills based on Wenger's (1998) community of practice model.
In this session, panelists representing broad experience in the educational development profession will offer insights from their various positions and career moves to attendees interested in entering the field. Panelists will discuss i) the rewards of a career in educational development, including advancing professional value for ourselves and colleagues; ii) similarities and differences between faculty and educational development positions; iii) strategies for job-market success and perspectives from hiring committees; and iv) the skills, knowledge, and expertise needed to successfully engage in this work. We will also explore emerging opportunities within our field.
In our longstanding graduate teaching assistant (TA) development program, we recently implemented a multitiered training evaluation framework in order to link articulated learning objectives to cognitive and affective outcomes assessment for TAs that complete our training. With the Kirkpatrick Model, typically used in business settings, we evaluated outcomes in the three lowest tiers of the model: participants' 'reaction', 'learning' and 'behavior'. In this session, we will present this evaluation framework, describe how we have integrated it into our program, and share preliminary results. We will facilitate small-group discussions about learning outcomes and their assessment for TA training programs.
This session reports on a CTL action research study that examined how academic hiring committees consider a candidate's teaching effectiveness for tenure-track, assistant professor positions. We report on a nationwide survey of 168 hiring committee chairs from 9 different disciplines, and use this data to provide recommendations for preparing teaching philosophy statements and diversity and inclusion statements. Implications of this work are relevant for anyone entering the academic job market as well as for CTL's providing consultations to individuals on the job market or delivering programs to prepare future faculty.
With the move to a remote teaching and learning environment, instructor development has also moved remote. In this roundtable, participants will consider a case study of a well established future faculty pedagogy course that was adapted to a remote learning experience, including a discussion of challenges faced in creating and sustaining community, and the impact of making previously implicit teaching methods more explicit, both on the students and the course. This roundtable aims to create a space for sharing experiences and collaborating on plans to translate lessons learned into lasting impacts on future pedagogy courses and the future faculty participants.
This session presents the results of a year-long evaluation of a series of five discipline-neutral pedagogy workshops, the Foundations Series, delivered at UCLA's Center for the Advancement of Teaching. These workshops were developed to address a gap in basic pedagogy training for GTAs provided at the departmental level. Survey results showed significant gains in knowledge of pedagogy topics and confidence in implementing strategies. Interviews and focus group participants echoed workshop usefulness and the implementation of specific strategies learned, while highlighting potential program improvements. Session visitors will be invited to consider the possibilities and challenges of enacting evaluations of campus-wide programming.
This session offers takeaways from the Teaching Assessment Fellows pilot at Columbia University. The pilot launched last year with an interdisciplinary cohort of graduate students who were assigned to work with faculty, Center staff, and each other to develop and apply a range of assessment skills, leading to targeted analysis of faculty teaching projects. This approach enabled a significant expansion of assessment services offered by the Center and opened up a new path for graduate student professional development. Participants will be invited to brainstorm variations of the pilot that they could envision running in their own institutional contexts.
Female instructors are sometimes rated lower by students than their male counterparts. To examine whether this pattern is also evident for graduate teaching assistants (TAs), we analyzed evaluation data from five recent semesters, investigating whether students ascribe different values to TA behaviors based on gender of the TA. We explored correlation strength between survey questions and overall TA rating, and differences due to TA gender. Females' scores were slightly but significantly lower than for males. Student comments included more words associated with nurturing behaviors for female TAs, and fewer terms of 'general approval' as compared to male TAs .
Socialization is often the mechanism through which faculty acquire knowledge of teaching behaviors, but teaching-related training can have a powerful impact on practice. This session will provide evidence-based practices and strategies to support the work of educational developers by sharing results from a large-scale, multi-institution mixed methods study asking faculty about influences on their teaching, examples of teaching-related training that has been useful, and training they wish they'd had. We will additionally share strategies faculty have used and how prepared faculty feel to deal with difficult situations in their courses such as student incivility and controversial events on campus.
The Boise State Graduate Certificate in College Teaching (GCCT) is designed to prepare graduate students to teach in higher education. Students actively engage in course design, developing teaching competence, and professional development. Our knowledge survey was created to monitor the development of students' skills and the program's effectiveness. Thus, it allows us to monitor how students' beliefs and attitudes track with their teaching practice and progress through the program. Additionally, it supports their ability to reflect on their own personal teaching and learning experiences in order to develop self-efficacy to manage new challenges and further develop their instructor narrative