Reflections from PFFASL Graduate Students and Alumni

Alumni Panel: Preparing Future Faculty to Assess Student Learning Dr. Kendra Letchworth Weaver Assistant Professor of Physics, James Madison University PhD, Cornell University (Fall 2015) Alumni Panel: Preparing Future Faculty to Assess Student Learning Washington, DC October 18, 2018

Dr. Kendra Letchworth Weaver Assistant Professor of Physics, James Madison University PhD, Cornell University (Fall 2015)

Prepare Workshops

Slides from Prepare Workshop

Formative Assessment Workshop with Physics Instructors (2014) Physics Classroom Last Week Positive Interaction with a teammate Negative Interaction with a teammate Suggested “Ground Rule” for group work

Reflections from a PFF Graduate Student Aileen M. Reid Educational Research, Measurement and Evaluation

Program Strengths Semi-Structured Program Skill Development Balanced emphasis on teaching and research Clear objectives and expectations Reflective writing Skill Development Exposed to best practices in student assessment (e.g., course syllabus, rubrics, etc.) Complemented my graduate assistantship in SOE Assessment department (e.g., theory to practice) Increased confidence from teaching experiences Advanced preparation for academic job search (e.g., cover letter, CV, teaching philosophy, research interests) Faculty Engagement Relational culture at UNCG Work closely with an advisor/mentor (e.g., new faculty) Participation in workshops designed for faculty (e.g., access to Teaching Resource Center) Clear Objectives and Expectations Flexible requirements Reasonable timeline for completion

Program Weaknesses Disciplinary Differences @ UNCG Teaching Assistant positions not guaranteed in my department Limited teaching experience with undergraduate students Limited pedagogical development Few opportunities to assess students, improve assessment skills These weaknesses are primarily disciplinary. My program is very unique. Students in other programs @ UNCG may report completely different experiences.

Advice for Future Development of PFF Programs Network of PFF Schools Alumni network Job bank / Listserv of job openings @ PFF Institutions Webinars (regional, national) To supplement local efforts Expose students to alternative PFF program components and designs Marketing PFF: Expectation was that PFF certification would give us an edge (preference) during the job search. At UNCG, emphasis on professional development. Job opportunities not linked strongly to program completion.

REFLECTION FROM PFFASL ALUMNA: KATERI SALK Preparing Future Faculty to Assess Student Learning October 18, 2018

FUTURE ACADEMIC SCHOLARS IN TEACHING (FAST) Academic year program 10-14 PhD students from all STEM fields Content Workshops on pedagogy and assessment Teaching-as-research project Professional development for academic careers Context Guided sessions w/ guest speakers Poster sessions Journal club

IMPACTS: SKILLS AND COMPETENCIES Backward design Scaffolding Active and cooperative learning Assessment Formative and summative Geared toward different Bloom’s levels

INCLUSIVE PEDAGOGY Advantage: interdisciplinary program w/ diverse perspectives Sessions on inclusive learning Inclusive practices I use Case studies from range of genders & nationalities Varied modes of participation Universal design

PERCEPTION OF OUTCOMES Pedagogical practices come naturally Purposeful connection of learning activities with disciplinary skills Communicate with students Communicate with administrators Communicate during interviews (!) Gathering data on my teaching

PROGRAM ENHANCEMENTS: PEER MENTORING

How the SEA Scholars program helped us to find confidence and community in teaching Lisa Wiltbank (with input from Jacquelyn Petzold and Sarah Keesom) Representing Indiana University Knowledge of pedagogy Assessment skills Conferences and workshops Resume-builder Career choices Dissertation chapters Friendships Identity shift

What was your favorite moment as a SEA Scholar?

SEA Scholar 1: As SEA Scholars, we hosted two workshops for faculty, postdocs, and graduate students in our department. It was so satisfying and enlightening to hear about struggles and successes other people have had in their classrooms. It was also a bit surreal to be in the workshop facilitator role with senior scientists in the workshop participant seats! That was the moment when I felt that I had truly shifted from a novice teacher to an expert.

SEA Scholar 2: My favorite moment was when the professors I worked with began to recognize my pedagogical training in assignment design and assessment by asking me to help design assignments for different courses. I was rather gleeful at the idea of putting my own stamp on a course and trying out my own ideas. I think it was at this point that I first felt like a colleague to those professors, with my own respected opinions, and that I was part of a collaborative community of educators, to which I will belong for many exciting years to come!

SEA Scholar 3: I have many memories of funny moments at our weekly group meetings. Those laughs were a bright spot in the midst of a stressful graduate program! A more professional favorite moment was when we presented our work at the EC Moore Symposium on Excellence in Teaching. Conversing with attendees, fielding questions on our work, and listening to other presentations, I was empowered by seeing a large group of people that cared about teaching as deeply as I did. I felt that I had found my place.

What was important for me in gaining confidence as an educator? Mentors and experts who chose me Peer collaborators Bringing help, not guilt A shared identity with a formal name