1. Innovative Pedagogies

2. Preparing Future Faculty to Assess Student Learning
Michigan State University
Graduate School
Henry (Rique) Campa, III, Ph.D., C.W.B.®
(Karen Klomparens, Ph.D.; Melissa McDaniels, Ph.D.)
Council of Graduate Schools-PFF-ASL Workshop – October, 2018

3. Presentation Overview
What pedagogical tools and strategies have
been most successful in your program?
What tools and strategies have been least
successful?
What data or other evidence demonstrates these
outcomes?

4. (reported by K. Klomparens, Dec, 2014)
Strategies
(reported by K. Klomparens, Dec, 2014)
Enhancing existing programs at the university, department and college levels
Cultivate “communities of practice”
Develop resources and infrastructure to support ongoing work.

5. “Moderate” and “High Engagement” Teaching
What pedagogical tools and strategies have been most successful in your program?
“Moderate” and “High Engagement” Teaching
Professional Development Programs
Examples:
-Teaching Assistant Orientation Program (enhanced, “CIRTLized”)
-Certification in College Teaching Institute (enhanced, “CIRTLized”)
-PFF-ASL Spring Assessment Institute (developed)
-Teaching Fellowship Programs (enhanced; communities of practice)
Focus: concept and use of backward design
:writing measurable learning objectives
:use of cooperative learning practices
:align assessment with objectives and teaching practices

6. “Moderate” and “High Engagement” Teaching
Professional Development Programs
Institute-Type Teaching Professional Development Activities and Programs
E.g., TA Orientation (leverage CIRTL core-ideas)
E.g., Certification in College Teaching Institute
(2009 – Present; leverage CIRTL core-ideas)
Multiple days
Group and individual work
Pre- and Post-Program Surveys, Reflections
FAST (Future Academic Scholars in Teaching)
Fellowship Program
Since 2006
132 STEM Fellows
Leverages the CIRTL Network
Use of backward design to implement
“teaching-as-research” projects
Academic year-long program; cohorts

7. Partnerships and Collaborations to Build Communities of
Practice and a Culture of Assessing Teaching and Learning
Colleges, Graduate Associate Deans, Graduate Program Directors
CIRTL Network and Colleagues
-Revised TA Orientation (content and structure)
-FAST Fellowship Program (NSF CIRTL and MSU Graduate School)
-Residential College of Arts and Letters Teaching Fellowship
Program
-Interdisciplinary Inquiry and Teaching Fellowship Program
-Inside Teaching Fellows Program
-Scholarship of Undergraduate Teaching and Learning Fellowship

8. What tools and strategies have been least (challenge?) successful?
Challenge (or opportunity?) – teaching professional
development occurs in many spaces: graduate school,
departments, schools, professional societies (NSF-IUSE: CIRTL)
Timing of TA assignments
(e.g., several days before the semester)
Online resources can help:
-PFF-ASL digital resources: Graduate School’s YouTube
-CIRTL synchronous courses
-NSF-funded CIRTL MOOCs (evidence-based teaching practices)
What will I teach,
how will I teach?

9. What data or other evidence demonstrates these outcomes
What data or other evidence demonstrates these outcomes? Pre-/Post-Surveys; Artifacts; Projects; Interviews
E.g., Teaching fellowship program (FAST) – placement 80% in
academic positions
Learning gains: Assessing teaching/learning, backward design,
expectations of early-career STEM faculty, “evolution of TAR
projects”
Challenges: Writing “Objectives” for teaching and learning,
alignment: methods w/ question and available data
(E.g., Word Cloud from 3 yrs of FAST Fellows’ Project Abstracts)
(Prevost, Vergara, Urban-Lurain, and Campa. 2018; Innovative Higher Education)

10. Examples of Teaching- as-Research Projects
A Classroom Coming Alive with Insects: Insights into Quantitative Literacy Through
an Aquatic Biomonitoring Activity
Student Perceptions of Cooperative
Learning Groups in an Agronomy Course
Impacts of Online Activities on Student Learning and Engagement in an
Upper-Level Undergraduate Course
Effects of Implementing Flipped
Classroom Elements and In-class
Discussion on Student Performance

11. Certification in College Teaching Institute Effects
2 yrs; Pre- and Post-Program Surveys; Reflections
Teaching
Expectations
Teaching
Philosophy
Collaborative
Learning
Using
Tech.
Using
BWD

12. Phases of Professional Development: Goal to build capacity
Institutionalizing : Strategically Using Resources, Networks,
Partnerships
How does “institutionalizing” (process) occur across campus?
Have a question,
Develop
an idea.
Institutionalization
& Resource allocation/
sharing
Sell/Pitch the idea,
Generate pilot
resources
Implement the idea
and evaluate
Leverage networks,
partners
Disseminate, Generate
Value, Adapt, Repeat

13. Thank You.
Questions?
Contact: Henry (Rique) Campa, III, Ph.D., C.W.B.®
Council of Graduate Schools-PFF-ASL Workshop – October, 2018

14. Innovative strategies
CGS Best Practice workshop: Preparing Future Faculty
Innovative strategies
Karen P. DePauw, Ph.D.
Vice President & Dean for Graduate Education
Professor, Sociology and Human Nutrition, Foods & Exercise
October 18, 2018

15. Transformative Graduate Education (TGE)
Scholarly Inquiry
Social
Responsibility
Knowledge
Leadership
DePauw (rev 2017)
Technology, inclusion & diversity, interdisciplinary, ethics, & global

16. compliment and expand upon traditional academic training in the disciplines
interdisciplinary graduate education
create affirming, inclusive graduate community
Transformative graduate education (TGE)

17. Transformative Graduate Education (TGE)
Preparing Future Professoriate (PFP)
Career Professional (PFPro)
Teaching/Learning, Academy for GTA Excellence
Citizen Scholar Engagement (CSE) Citizen Scholars
Communication Science & Public Engagement
Scholarly Inquiry
Social
Responsibility
Knowledge
Leadership
DePauw (rev 2017)
Technology, inclusion & diversity, interdisciplinary, ethics, & global

18. Graduate Courses & Certificates
Citizen Scholar Seminar (3)
Preparing Future Career Professional (3)
Industrial Professional in Science & Engineering (3)
Diversity & inclusion for a global society (3)
Communicating Science (2)
International Research (3)
Interdisciplinary Research & Graduate Education (3)
Preparing the Future Professoriate (3)*
PFP: Global Perspectives (3)
GTA Workshop (1)
Contemporary Pedagogy (3)*
Library Research Skills (1)
Interdisciplinary Research in Science & Engineering (1-3)
Ethics and Responsible Conduct of Research (2)
*Future Professoriate graduate certificate

19. Preparing the future professoriate: Global perspectives program (GPP)
Since programs (Switzerland, Chile, Ecuador)
160+ participants
7 summits at Swiss Embassy
7+ web published manuals

20. Academy for GTA Excellence
@VT_GrATE

22. application of knowledge for a global society
“Type a quote here.”
application of knowledge for a global society

24. 14 IGEPs
~325 students
~270 faculty

25. Transformative Graduate Education (TGE): GRAD courses
Total number of students enrolled through Spring ’18 (excl GTA workshop annually)
684 enrolled in Future Professoriate graduate certificate
609 earned graduate certificate
169 Global Perspectives Programs (GPP) participants
Technology, inclusion & diversity, interdisciplinary, ethics, & global

26. Q27: How well prepared do you feel for whatever you are doing next in your career or academic pursuits?
75% of students who indicated they participated in any TGE initiatives feel extremely well, or very well prepared
79% of students who indicated they received the PFP certificate feel extremely well, or very well prepared
68% of students who indicated they did not participate in any TGE initiatives feel extremely well, or very well prepared
Students who participated in the PFP Certificate felt the most well prepared

27. Challenges How to scale the program offerings
How to enhance the offerings
How to financially support the programs
How to continue to teach the courses and bring in new faculty
Continuity of programs with leadership transitions

28. VT Graduate Life Center
a space and place for graduate education