1. Reflections from PFFASL Graduate Students and Alumni

2. 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

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

4. Prepare Workshops

5. Slides from
Prepare Workshop

6. 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

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

8. 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

9. 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 UNCG may report completely different experiences.

10. Advice for Future Development of PFF Programs
Network of PFF Schools
Alumni network
Job bank / Listserv of job 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.

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

12. 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

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

14. 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

15. 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

16. PROGRAM ENHANCEMENTS: PEER MENTORING

17. 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

18. What was your favorite moment as a SEA Scholar?

19. 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.

20. 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!

21. 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.

22. 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