1. Developing Reflective Teaching Practices through a Graduate Student Peer Mentoring Program Joseph Hardcastle, Manher Jariwala, and Bennett Goldberg CAS Physics

2. Boston University Slideshow Title Goes Here BU-CIRTL: Preparing Future Faculty  BU is part of the nationwide, NSF-funded CIRTL network, focusing on training next generation of teaching faculty.  BU-CIRTL impacts ~250 Ph.D. STEM students in Physics, Biology, Chemistry, and BME, and growing.  Local efforts are supplemented by online courses, e.g. Diversity in College Classroom, TAR in STEM Courses  Immediate on-campus impact evidenced by development of graduate students like Joe Hardcastle. CEIT 2014 Graduate Student TF Peer Mentoring Program 2 March 7, 2014

3. Boston University Slideshow Title Goes Here Physics TF Peer Mentoring Program Motivation: Graduate student Teaching Fellows (TFs) need feedback on their classroom practice  Faculty usually don’t observe or provide TF feedback.  Courses in teaching pedagogy don’t address this.  TFs themselves expressed need for teaching feedback. Goals:  Use experienced grad students to mentor first year TFs in classroom teaching efficacy & the challenges of teaching.  Provide an opportunity for graduate students to continually develop and improve their teaching practices. CEIT 2014 Graduate Student TF Peer Mentoring Program 3 March 7, 2014

4. Boston University Slideshow Title Goes Here CEIT 2014 Graduate Student TF Peer Mentoring Program 4 March 7, 2014 Teaching Fellow Peer Mentoring PY 961 (Scholarly Methods Course on Teaching Pedagogy) Observations Mentee Group Meeting Student Survey Teaching Boot Camp Observations Mentee Group Meeting Observations Progress into the Semester Assessments

5. Boston University Slideshow Title Goes Here Teaching Boot Camp  Introduction to teaching concepts and philosophy  Opportunity to practice teaching and get feedback  Introduction to TF Mentors and Mentoring Program CEIT 2014 Graduate Student TF Peer Mentoring Program 5 March 7, 2014 Teaching Boot Camp First year TF running a “mock” discussion section

6. Boston University Slideshow Title Goes Here Observations  Mentor-Mentee Feedback  3 observations over the course of the semester CEIT 2014 Graduate Student TF Peer Mentoring Program 6 March 7, 2014 Observations ① Mentors observe classroom practices ② Meet with Mentee for review and discussion ③ State teaching goals for next observation TF running a discussion while being observed

7. Boston University Slideshow Title Goes Here Mentee Group Meetings  Mentee-Mentee Feedback  Forum for mentee to discuss teaching and learning with their peers  Discuss overarching teaching principles and share experiences CEIT 2014 Graduate Student TF Peer Mentoring Program 7 March 7, 2014 Mentee discussing teaching challenges and solutions Mentee Group Meeting

8. Boston University Slideshow Title Goes Here Mentee Student Survey  Student Feedback  Survey designed by mentees and mentors  Given in the middle of the semester in each mentees class CEIT 2014 Graduate Student TF Peer Mentoring Program 8 March 7, 2014 Student Survey Mentee and Mentor discuss the results of their student surveys

9. Boston University Slideshow Title Goes Here Program Assessments  Assessments  Pre-Post Surveys  Observations by the Mentors  Interviews with Mentees  Surveyed Mentors CEIT 2014 Graduate Student TF Peer Mentoring Program 9 March 7, 2014 Assessments

10. Boston University Slideshow Title Goes Here CEIT 2014 Graduate Student TF Peer Mentoring Program 10 March 7, 2014 Assessments: Mentoring

11. Boston University Slideshow Title Goes Here Assessments: Teaching ability CEIT 2014 Graduate Student TF Peer Mentoring Program 11 March 7, 2014 Mentoring

12. Boston University Slideshow Title Goes Here Assessments: Feedback Methods CEIT 2014 Graduate Student TF Peer Mentoring Program 12 March 7, 2014 “(the observations) helped me reflect and set goals on things I might not have considered otherwise.” “The observations feedback is very important. Specific and practical. “ “I found everything to be important because it allows for feedback from multiple angles…from more experienced TFs, my colleagues, and the students.”

13. Boston University Slideshow Title Goes Here Assessments: Overall Benefits CEIT 2014 Graduate Student TF Peer Mentoring Program 13 March 7, 2014 Mentee Benefits:  Value of effective teaching  Importance of being a reflective and constantly improving teacher  Reinforcement of TF + LA partnership  More favorable opinion on mentoring in general  Advice outside of teaching Mentor Benefits:  Mentoring Experience  Became more reflective about their own teaching  Graduate Student Teaching Community

14. Boston University Slideshow Title Goes Here Acknowledgements CEIT 2014 Graduate Student TF Peer Mentoring Program 14 March 7, 2014 and  Department of Physics (Chairs: Sid Redner, Karl Ludwig)  BU-CIRTL (PI’s: Bennett Goldberg, Janelle Heineke) Mentors Maira Constantino Michael Chernicoff Colin Howard Special Thanks Alexis Knaub John Ogren