1. Boston University Center for Excellence and Innovation in Teaching Preparing Doctoral Students to Teach Janelle Heineke Director, Center For Excellence and Innovation in Teaching

2. Boston University Center for Excellence and Innovation in Teaching This varies by program. Could be to prepare students for: Pure research roles. Advanced practice. Careers in academia. BU Doctoral Programs: Primary Goal

3. Boston University Center for Excellence and Innovation in Teaching To be successful in academia, graduates must be prepared to be: Excellent researchers. Strong teachers. Good colleagues In their own schools/universities. In their professional fields. Our programs focus on the content – which focuses on preparation for the research role. We also need to prepare students for the other dimensions – including teaching. Preparing for Academic Careers

4. Boston University Center for Excellence and Innovation in Teaching Around BU SchoolDepartmentProgram CAS*BiologyRequired learn-to-teach workshop Taken concurrently with first semester of teaching. Nine meetings over eight weeks, including completion of five short papers and an evaluation of a classroom teaching. CAS*EnglishRequired one day workshop for new TFs Full semester course in pedagogy with Writing Program Director. CAS*History of Art and Architecture TFs register for GRS AH 699 “Teaching Art History.” Instructors meet at least once a week with TFs. Doctoral candidates who are not TFs receive no formal training ENG One day Graduate Teaching Fellow training. SAR Required 4-credit course (HP 790: Teaching Skills) Optional 2-credit practicum with classroom involvement SED Training handled by faculty in mentorship model. STH CEIT orientation and STH orientation. Two required 2-credit courses: Junior teaching internship and Senior teaching internship. Required colloquia: two 7-hour sessions on pedagogy.

5. Boston University Center for Excellence and Innovation in Teaching Semester 1 Interview a strong teacher in your department. Ask about: What is challenging. What is rewarding, How the instructor became so strong in the classroom. Tips he/she may offer about teaching. Write a summary of what you learned. Semester 2 Observe a teacher in your department in the classroom. Write a summary of what you observed about the process. Preparing for Academic Careers: One Model (SMG)

6. Boston University Center for Excellence and Innovation in Teaching Semester 3 or 4 Take the role of Teaching Assistant. Arrange with the instructor of record to have you present some topic or lead a discussion at least once during the semester. Write a summary of: How you prepared. How the sessions went. What you learned. OR Interview a strong instructor outside your department. Prepare a summary of what you learned. Preparing for Academic Careers: One Model (SMG)

7. Boston University Center for Excellence and Innovation in Teaching Semester 4 Participate in the doctoral seminar on dissemination of knowledge, which will include some content on teaching. Preparing for Academic Careers: One Model (SMG) SessionTopic 1Professional Societies and Journals 2Presenting at professional meetings and conferences 3Writing for scholarly publication. 4,5Defining yourself as an academic; writing a journal article 6Good writing and … not so good writing 7 Navigating the journal review process Strategies for publishing  Targeting journals  Meeting submission criteria 8, 9Principles of adult learning Teaching styles: lecture; lecture/discussion; case method; simulation. 10, 11Teaching Fundamentals 12, 13Presentations 14Using technology to enhance learning

8. Boston University Center for Excellence and Innovation in Teaching Years 3 and 4 Teach a course or discussion section as instructor of record. Arrange to have at least one session videotaped. Review with instructor as a follow-up to the doctoral seminar. Redo videotaping and feedback until the video is ready to post as part of the e-Portfolio. Preparing for Academic Careers: One Model (SMG)

9. Boston University Center for Excellence and Innovation in Teaching Throughout the Program Maintain an e-Portfolio tracking your scholarly work and teaching as part of your package to provide to prospective employers. Preparing for Academic Careers: One Model (SMG)

10. Boston University Center for Excellence and Innovation in Teaching Overview of Teaching Content

11. Boston University Center for Excellence and Innovation in Teaching Know thyself. What’s important to you? At work? Research? Teaching? Making things happen? In other aspects of your life? If you know yourself, you can find the position that fits you in a school that emphasizes what you care about. Finding Balance: First Step

12. Boston University Center for Excellence and Innovation in Teaching Research/scholarly activity: How this is defined varies. Journal publications. Books, chapters, other publications. Presentations. Involvement in professional societies. Both quantity and quality matter. Seems to be increasingly important in all schools. Finding Balance: Second Step

13. Boston University Center for Excellence and Innovation in Teaching Teaching: Student evaluation of teaching. Variety of courses taught. Contribution to course development/pedagogy. Student advising. May also include: Casewriting. Materials development. Finding Balance: Second Step (continued)

14. Boston University Center for Excellence and Innovation in Teaching Service: To the institution. Contribution to department’s/school’s/ university’s activities. Committee work. Program development/management. To the Profession. Involvement in professional societies. Journal reviewing/editorships. To the community. Finding Balance: Second Step (continued)

15. Boston University Center for Excellence and Innovation in Teaching Finding Balance: Second Step (continued) Research Teaching Service Casewriting, Textbook contribution Course Design, Program Leadership Involvement in, Leadership of Professional Societies

16. Boston University Center for Excellence and Innovation in Teaching There will always be more to do than you can get done. More to learn. More to write. More students to help. More events to attend. Remember what matters to you and keep it in focus! Finding Balance: Be True to Yourself

17. Boston University Center for Excellence and Innovation in Teaching Some people are born teachers, most are not. Everyone can be better! Even if you’re a terrific teacher, the needs of students change over time, so you need to continuously adapt and improve. What It Takes to Be a Good Teacher

18. Boston University Center for Excellence and Innovation in Teaching Be yourself. Adapt your style to your audience. Adapt teaching “tricks” from others – don’t “adopt” them wholesale. Teach in Character

19. Boston University Center for Excellence and Innovation in Teaching Of students and their opinions. Of student diversity. Of the faculty team. Of program goals. Be Respectful

20. Boston University Center for Excellence and Innovation in Teaching Prepare lecture notes, case plan, game process. Prepare for common questions. Keep notes in good order. Use a class agenda. Hand out as many materials/assignments as possible at the start of the term. Prepare for different “paths” through the material. Be Organized

21. Boston University Center for Excellence and Innovation in Teaching We learn and remember after one month... 14% of what we hear. 22% of what we see. 30% of what we watch others do – demonstrations. 42% of sensory redundancy - classroom rituals that repeat seeing, hearing, and doing important skills or concepts. 72% of “movies of the mind” - learning that is linked to remembered or imagined life experiences of the learner. 83% of performance of a life-challenging activity - first-time or demanding action that applies the new learning. 92% of what we teach others! Gary Phillips, Vancouver B.C., Canada Teach, Don’t Tell

22. Boston University Center for Excellence and Innovation in Teaching Set high expectations. Be friendly, but be clear about who’s in charge. Be clear about your grading criteria. Think about your goals and plan/implement tactics in the first class (particularly for class participation. “Cold calling.” Depth of analysis behind responses. Be tougher with grading early; it’s easier to curve up than down! Set the Tone Early

23. Boston University Center for Excellence and Innovation in Teaching Offer reasonable office hours. Use technology. E-mail. Course support software. Solicit feedback early in the term. Use a method that provides actionable information (SSC). Be clear about what you are willing – and not willing – to change. Be Accessible and Responsive

24. Boston University Center for Excellence and Innovation in Teaching Plan assignments to make it possible for students with strengths in different areas to be successful (papers, exams, class participation) - and to minimize the risk of cheating. Grade thoughtfully - and make it a policy not to change grades. Remember students are taking other classes, too! Don’t burden students with busywork. Be Fair

25. Boston University Center for Excellence and Innovation in Teaching “Tell them what you’re going to tell them, tell them, tell them what you told them.” Use class agenda. Summarize at end of class (you or student). Connect to other classes. Connect to “real world.” Reinforce!

26. Boston University Center for Excellence and Innovation in Teaching Connect to the “real world.” Consider the age of materials; if age doesn’t matter, discuss it in class! Think About Relevance

27. Boston University Center for Excellence and Innovation in Teaching Observe other teachers. Have other teachers observe you. Reflect on what makes a class great – or mediocre. Listen to your students. Take the time to develop good materials – so you can use them again and again. “Mix it up” in the classroom. Change the pace. Change the pedagogy. Be aware of the rhythms of the semester. Give your students your best. Some Tips: