1. A Path to Academic Success: Promoting Teaching Development of Graduate Students through a Certificate in University Teaching and Learning Suzanne Le-May Sheffield, Ph.D. Associate Director (Programs) Centre for Learning and Teaching Dalhousie University

2. “The most neglected part of the training of scientists is their training as teachers.” Yehuda Elkana, “Unmasking Uncertainties and Embracing Contraditions: Graduate Education in the Sciences” in Chris M. Golde, George E. Walker (eds) Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline. Jossey-Bass 2006, p. 81.

3. Teaching Development Prospective faculty should understand: how learning occurs how to respond to learning differences the variety of teaching strategies available to them content knowledge of their discipline pedagogical content knowledge mastery of teaching skills curriculum design processes for courses and programs knowledge of on-line teaching methods (Austin & McDaniels, 2006, p.423) NB: Ideally this learning needs to be systematic, explicit, formal, supported and visibly valued by the institution

4. Goals of the Certificate Program Develop teaching skills (for use as a TA, and later as a faculty member or in other types of instruction) Develop confidence/self-efficacy as a teacher Encourage a learner-centered approach to teaching and learning Encourage engagement in reflective teaching practice in a disciplinary context Play a role in the socialization to the academic profession – ideals and reality of academic life/teaching Introduce the idea of teaching as a form of scholarship Form a community of practice

5. Comprehensive Range of Teaching Development Programming for Graduate Students Professional Development Opportunities ( Learning & Teaching Development Workshops and Career Development Workshops) Participants: All Graduate Students Credit Course Participants: All Graduate Students, but targeted to Certification Program participants Teaching Assistant Workshops Participants: All Teaching Assistants Certificate Program Participants: Graduate Students with career plans for academic careers

6. Certificate in University Teaching and Learning Theory Practice Teaching (minimum 3 opportunities) Professional Development (20 hrs) Option 1 Credit Course Option 2 Project Based Practice Reflection Observation/ Feedback Workshop Participation Leading Discussion Groups (double credit) Facilitating Workshops (double credit) Teaching Dossier Reflection/ Planning

7. Certificate Program Participation

8. Participation by Faculty

9. Developing Teaching Scholars - Research Project - Engaging graduate students and post-doctoral fellows in a program that would encourage them: to reconceptualize their ideas about teaching and learning to think more broadly and deeply about their role as a teacher and their role in students’ learning processes To engage at varying levels in the scholarship of teaching and learning

10. Developing Teaching Scholars -Research Project- Mixed Methods Approach Entrance Survey Exit Survey 18-month post-graduation Interview (semi- structured) **Quantitative & Qualitative Data

11. Survey Participants Entrance Survey n=44 (17.6% response rate) Exit Survey n=11 (24.44% response rate) 18-month n=16 (40% response rate) Interview

12. Emerging CUTL Outcomes Entrance Survey – Pre-CertificateExit Survey - Post-Certificate Value: gaining a credential to add to CVValue of the program internalized Lack of confidence/experienceGain confidence/ability to discuss teaching Acquiring Skills useful in job search/subsequent teaching Reflect on what worked (or did not) as a valuable approach to improving teaching Understanding teaching as ‘delivering knowledge’ Articulate a deeper and more complex understanding of teaching-learning connections Expect students to understand and apply knowledge/material Expect that as teachers they will utilize different strategies to engage students in learning. Questioning, critical, meaningful The program will teach me what I need to know to teach and do my job The program has taught me how I can grow and evolve as a teacher and helped me to feel passionate about teaching and students’ learning

13. 18-month Interview Results Acknowledge time constraints and work within them Conceptualize courses effectively and utilize teaching skills with ease Reflective teaching practice Know that they should seek resources when faced with challenges and know where to go for resources Confidence in their teaching Teaching consciously grounded in a personal philosophy and theoretical foundation Seek partners to solve challenges Research connected to their own teaching practice Continuing Professional Development – attendance & organization Passion for teaching does not dissipate despite challenges they may face Seek teaching opportunities even when teaching is not official part of their position

14. General Program Goals/Outcomes University responsibility Edge in the job market Success in their career Excellent learning experiences for graduate students Positive teaching experiences for our graduates (in graduate school and beyond) Undergraduate students, and other learners, reap the benefits of excellent learning experiences

15. Needs of Female/Science-Engineering Students and Faculty Women are still minorities in many science, engineering and computer science faculties Glass ceiling for senior university positions Work-life balance issues Student-teacher interactions Lack of other socialization opportunities – mentoring, networking, courses, workshops (that would explore issues beyond research)

16. Teaching Development’s Importance to Women Supportive community of peers who are interested in exploring different approaches to teaching in their discipline Connections with peers across faculties Certificate Program fulfills role of mentoring in teaching often absent in the dept/Faculty Confidence to teach and to innovate as graduate student and as new faculty

17. Concluding Comments + Questions & Discussion