Welcome to the CIRTL Reads Journal Club Transforming Graduate Training in STEM Education Session begins at 1PM ET/12PM CT/11AM MT/10AM PT Please configure your audio by running the Audio Set Up Wizard: Tools>Audio>Audio Set Up Wizard. Nichole Barger, co-author and Associate Professor in Ecology and Evolutionary Biology, University of Colorado Boulder Miranda Redmond, co-author and PhD Candidate, Department of Ecology and Evolutionary Biology, University of Colorado Boulder Kathy Kelsey, co-author and Postdoctoral Researcher, Department of Biology, University of Alaska Anchorage Amanda Hund, co-author and PhD Candidate, Department of Ecology and Evolutionary Biology, University of Colorado Boulder

Transforming Graduate Training in STEM Education Sierra M. Love Stowell Amber C. Churchill Amanda K. Hund (presenting) Katharine C. Kelsey (presenting) Miranda D. Redmond (presenting) Sarah A. Seiter Nichole N. Barger (presenting)

Introduction Motivation for this work Poll of participants: – How many people feel like they could/could have benefited from more formal pedagogical training during their graduate education? Current state of pedagogical training for STEM graduate students

Figure 1. Types of PD programs described by respondents at different institutions, along with whether they were mandatory, optional, not offered, or of unknown status. Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches Elisabeth E. Schussler et al. CBE Life Sci Educ 2015; 14: ar31 © 2015 E. E. Schussler et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( *current pedagogical training varies greatly among institutions

Figure 2. Percent of respondents saying they discuss each of the six PD topics with their GTAs and % of respondents who wished that they taught more of each of the six topics to their GTAs. Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches Elisabeth E. Schussler et al. CBE Life Sci Educ 2015; 14: ar31 © 2015 E. E. Schussler et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( *current training focuses more on policies and management than techniques and theory

Graduate students should receive training in pedagogy from the beginning of their education. Offering graduate students more training in pedagogy and meaningful opportunities for practice benefits graduate students, undergraduates, and faculty at their institutions.

Polls If you wanted to work at an R1 university, do you think you it would benefit you to be trained as a better educator? Yes or No

Benefits of Teaching for Graduate Students Let’s brainstorm!!

Polls If you knew you wanted to work at a research institute (and not teach), do you think you it would benefit you to be trained as a better educator? Yes or No

Trautmann and Krasny (2006) Bioscience Benefits of Teaching for Graduate Students

Benefits of teaching and pedagogical training for grad students to faculty: to institutions:

Barriers to implementing teaching and pedagogical training for grad students from students: from faculty: from institutions:

Barriers Specific to your Institution

A model for grad training

U PCOMING E VENTS To sign up to hear about these and other CIRTL events, Understanding Student Pathways in Context-Rich Problems October 14th, PM ET/12PM CT/11AM MT/10AM PT