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Developing Reflective Teaching Practices through a Graduate
Student Peer Mentoring Program
Joseph Hardcastle, Manher Jariwala, and Bennett Goldberg
CAS Physics
Boston University Slideshow Title Goes Here
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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 March 7, 2014
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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 March 7, 2014
Boston University Slideshow Title Goes Here
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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
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Teaching Boot Camp
Introduction to teaching concepts and philosophy
Opportunity to practice teaching and get feedback
Introduction to TF Mentors and Mentoring Program
March 7, 2014
Teaching Boot Camp
First year TF running a “mock” discussion section
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Observations
Mentor-Mentee Feedback
3 observations over the course of the semester
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
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Mentee Group Meetings
Mentee-Mentee Feedback
Forum for mentee to discuss teaching and learning with their peers
Discuss overarching teaching principles and share experiences
March 7, 2014
Mentee discussing teaching challenges and solutions
Mentee Group Meeting
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Mentee Student Survey
Student Feedback
Survey designed by mentees and mentors
Given in the middle of the semester in each mentees class
March 7, 2014
Student Survey
Mentee and Mentor discuss the results of their student surveys
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Program Assessments
Assessments Pre-Post Surveys Observations by the Mentors Interviews with Mentees Surveyed Mentors
March 7, 2014
Assessments
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March 7, 2014
Assessments: Mentoring
Level of awareness of the challenges of teaching
Understanding of science education and pedagogy
Blackboard technique
Ability to provide meaningful feedback to students
Skill at classroom management
Skill at handling academic misconduct and cheating
Awareness of active- and student-centered learning teachniques
Skill with the use of educational technology (clickers, etc).
1 1.5 2 2.5 3 3.5 4 4.5 5
Mean (Post)
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Assessments: Teaching ability
March 7, 2014
Level of awareness of the challenges of teaching
Understanding of science education and pedagogy
Blackboard technique
Ability to provide meaningful feedback to students
Skill at classroom management
Skill at handling academic misconduct and cheating
Awareness of active- and student-centered learning teachniques
Skill with the use of educational technology (clickers, etc).
0 1 2 3 4 5
Mean (Pre)Mean (Post)
Men
tori
ng
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Assessments: Feedback Methods
March 7, 2014
Observations
Mentee-Mentor Large Group Discussions
Student Survey
1 1.5 2 2.5 3 3.5 4 4.5 5
Feedback Methods
“(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.”
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Assessments: Overall Benefits
March 7, 2014
Feedback MethodsMentee 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
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Acknowledgements
March 7, 2014
and Department of Physics (Chairs: Sid Redner, Karl Ludwig) BU-CIRTL (PI’s: Bennett Goldberg, Janelle Heineke)
MentorsMaira ConstantinoMichael ChernicoffColin Howard
Special ThanksAlexis KnaubJohn Ogren
