Supporting and Evaluating Pedagogical Professional Development for - - PowerPoint PPT Presentation

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)

Program Development Program Implementation Program Evaluation

The GPF program supports the development of peer leaders in 21st-century higher education pedagogy, with a particular focus on the Teaching Assistant (TA) role. Program Goal: CITL seeks to support graduate student professional development and undergraduate student success by cultivating TA trainers who are 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

their departments to develop a discipline specific TA training program.

• Fall term: Fellows deliver the

training to their peers. 33 ~30 +200

Graduate Certificates in Pedagogical Leadership. TA Training programs in 30 departments across UCSC. Graduate TA’s trained by their peer leaders.

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

Measure Impacts at 3 levels:

• Graduate Pedagogy Fellows
• Teaching Assistants
• Undergraduates

Surveys Focus Groups Observations

Surveys Focus Groups Observations

Graduate Pedagogy Fellow (Pre- and Post-Training) Teaching Assistants (Post-Dept Training) Undergraduate Students (Engagement & Sense of Belonging) Graduate Pedagogy Fellows: in order to better understand how Fellows understand engagement and inclusivity, and how their teaching practices have changed. Graduate Pedagogy Fellows & Teaching Assistants: in order to identify active and inclusive teach practices.

Where We Are Now

Program Development Program Implementation Program Evaluation

2 Cohorts of Fellows 30 TA training programs Conducted Focus Groups with 10 fellows Developed draft of undergraduate survey

Where We Going

Analyze data from years 1 & 2 Refine pilot research tools Begin Phase III with more classes

Take Away Question

• Engagement and Inclusivity look different in each classroom, how can

we create research methods to capture this diversity?