The Center for the Integration of Research, Teaching and Learning

 Robert D. Mathieu

Christine Pfund

Mark Connolly

Wisconsin Center for Education Research

University of Wisconsin - Madison

1 of every 3 STEM PhDs will be teaching at a college or university within 6 years of completing their doctorate.Connolly, M. R. (2012) [Postsecondary employment patters of STEM doctorate recipients.] Unpublished analysis of data from Survey of Doctorate Recipients.

Research to Strategy 

The challenge in undergraduate STEM education now lies less in knowing what works and more in getting people to use proven techniques.

- Fairweather 2008

- PCAST 2012

80% Ph.D.’s

108 Research Universities

2-yr College

Liberal Arts

Masters University

Comprehensive University Research

University

Undergraduate Education

CIRTL StrategyGraduate Education as the Lever

 

Teaching-as-Research

Learning Communities

Learning-through-Diversity

Ideas for Change

Learning Communities

Instructional Materials

Development -BiologyTong (CBE)

Jeanne (Entomology)

CollegeClassroom

Wright (Chemistry)Nathan (Ed Psych)

Workshops Maher (Delta))

Porras (Geology)Timbie (Physics)

CCLEBubnezer (L&S)

RoundtableDinners

Ackerman (AOS)Callahan (Grad School)

InternshipsGillian-Daniel (Delta)

Mathieu (Astro)

Informal Ed. Crone (Eng. Physics)

Dunwoody (Journ)

Effective Teaching w. Tech

Blanchard (Eng. Phys)Wolf (DoIT)CIRTL @ UW

ExpeditionaryLearning)

Harris (Zoology)Underwood (Physics)

Diversity in the College ClassroomGillian-Daniel (Delta)

Pfund (Delta)

Blended LearningIMD

McMahon (Civil Eng)

Teaching Large Classes

Balser (Soil Science)

Research MentorTraining

Pfund (Delta) STEM faculty

and staff

CollegeClassroom: Multi-campus

Gillian-Daniel (Delta)Petto (UW Milwaukee)

Teaching StatisticsNordheim (Stats)

CollegeClassroom: Online

Courter (Eng. Learning)Gruber (Biochem)

CAREER/NSF Fellow Workshops

Masters (BioEng)Crone (Eng. Physics)

International Faculty,International Students

Barger (WCER)Wattiaux (Dairy Science)

CIRTL Network  

These 22 universities have a target of training 4000 graduate students and post-doctoral fellows each year,

with 1300 future faculty graduating annually.

20% of nation’s

PhD production

Cross-Network Learning Community

CIRTL

MOOCs!

(WIDER)

CIRTL Network  

CIRTL Outcomes

Learning Outcomes –

Teaching

Learning Outcomes –

Research Mentoring

LongitudinalOutcomes

-Faculty

UndergraduateLearning

EducationalResearch

CIRTL Learning Outcomes

1) What major concepts are you taking away from this Delta course, program, or activity that will affect your practice as an educator? If possible, please give two to three specific examples.

2) Suppose that you are preparing to teach some scientific concept from your discipline (e.g., the nitrogen cycle, amplitude, redox reactions). Describe the steps that you will take, based on what you’ve learned in this course, program, or activity.

These two questions were included on participant surveys for 39 instances of nine different Delta courses and programs across 12 terms (spring, summer, and fall; n = 312) between fall 2005 and fall 2009.

- Pfund, Mathieu, Austin, Connolly, Manske & Moore, 2012

CIRTL Learning Outcomes

- Pfund et al. 2012

Assessment & Evaluation Classroom Research Learning Outcomes

Exploring the Literature Teaching Improvement

"Teaching-as-Research" Term Being Part of a Community

Classroom Environment Community (general)

Group Work "Learning Community" Term

Benefits of Diversity Diverse Instruction

Diverse Learners Diversity (general)

Equity and Social Justice Inclusive Teaching

"Learning-through-Diversity" Term Cognition, Learning & Development

Active Learning* Communicating with Learners

Generic Learning Knowing your Learners

Career Planning Teaching Philosophy

Teacher's Role

LC

-Rel

ated

Con

cept

s L

earn

ing

& L

earn

ers

0 50 100 150 200 250

Teaching Identity

Learning & Learners

LtD-Related Concepts

LC-Related Concepts

TAR-Related Concepts

CIRTL Learning Outcomes

Research shows that undergraduate learning will be advanced by STEM faculty who characterize and engage in their teaching similarly to these future faculty.

- Ambrose et al., 2010; Svinicki & McKeachie, 2010; Weimer 2002

Research Mentoring TrainingChristine Pfund, Ph.D.

Researcher

Wisconsin Center for Education ResearchDepartment of Medicine

Institute for Clinical and Translational Research

University of Wisconsin-MadisonOctober 20, 2014

Entering Mentoring: (http://www.researchmentortraining.org/)

Mentor Training for Clinical & Translational Researchers: (https://mentoringresources.ictr.wisc.edu/)

Biology ResearchMentor Training Seminar

Curriculum Overview:Mentor Training Adaptations

Version 2 Coming Nov 2014

8 Disciplinary Versionswithin Delta Program

4 Disciplinary Versions

NSF NIH

Overview of Randomized Trial to Test Effectiveness of Mentor Training Curriculum

Curriculum Adaptation

Training Implementation Evaluation

Entering Mentoring curriculum adapted for

clinical and translational researchers

Trained facilitators administered curriculum

to 16 sites across the country and in Puerto

Rico

Tested the effectiveness of the

curriculum via a randomized

controlled trial

Recruited 283 mentor/

mentee pairs across 16 sites

Mentors Randomized

Mentors Allocated to

Training Group N=144

Mentor and Mentee Baseline

Interviews (MCA) N=566

Mentor Post-Training

Surveys

Mentor and Mentee Follow-Up Interviews

(MCA)N=552; 98%

Flowchart of Research Mentor Training Trial

Mentors Allocated to

Control GroupN=139

= Implementation

= Assessment

Training Implemented

(6-14/site)

Recruited 283 mentor/

mentee pairs across 16 sites

Mentors Randomized

Mentors Allocated to

Training Group N=144

Mentor and Mentee Baseline

Interviews (MCA) N=566

Mentor Post-Training

Surveys

Mentor and Mentee Follow-Up Interviews

(MCA)N=552; 98%

Flowchart of Research Mentor Training Trial

Mentors Allocated to

Control GroupN=139

= Implementation

= Assessment

Training Implemented

(6-14/site)

Significant Change in Mentor Self-Reported Effectiveness

Pfund et al. Academic Medicine 2014

Mentor Behavioral Change N=141; 3 months post training

3%8%

2%

87%

Intervention

No change

Awareness

Intent

Implemented

47%

10%1%

42%

Control

Pfund et al. Academic Medicine 2014

National Impact

Train-the-Trainer Workshops Total

# of attendees and institutions195 attendees88 institutions

# of institutions with scheduled or already implemented 39 institutions

Supported by NSF CCLI grant #0717731 (Pfund, Branchaw and Mathieu);Conference and Workshop Grant to UW Madison: R13GM106445-01 (Sorkness and Pfund); Administrative

Supplement to UW Madison ICTR 3UL1RR025011-05S1 (Drezner)

Examining the Impact of Graduate Teaching Development Programs on Academic Careers

Mark Connolly, Ph.D.Associate Research Scientist

Wisconsin Center for Education Research

This material is based upon work supported by the National Science Foundation under Grant 0817537. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Research Question

How does participation in teaching-focused professional development affect STEM doctoral students’

– Teaching preparation– Teaching self-efficacy– Career pathways– Early-career performance

• Funded by NSF’s Division of Undergraduate Education ($1.9M)

• Initial participants: 3,060 late-stage doctoral students in STEM departments at 3 U.S. universities, one of which is UW/CIRTL

• Longitudinal: following a panel of STEM dissertators–both TD participants and non-participants–for at least seven years (2008—2015)

• Mixed methods: uses both large-scale surveys and focused interviews

Participation in Doctoral TD

2009; N = 2,163

Level of Engagement in TD

Results from 2011 Survey

• PhD Completion: 68%• PhD Employment

Postdocs49%

Staff Researcher16%

TT Faculty12%

NTT Faculty7%

En-gi-

neer7%

Admin2%

Other title8%

8 Key Findings

1. TD participants learn high-impact instructional practices that they apply in their early careers.

2. TD participation positively influences teaching competency; does not influence research competency.

3. TD participation and actual teaching experience play equally important and complimentary roles for early-career academics.

4. Women more likely to participate in TD at higher levels; more likely to be dissuaded by scheduling conflicts, advisor/department

8 Key Findings

4. TD positively affects participants’ self-efficacy beliefs about teaching undergraduates; has greater influence on women.

5. Some doctoral students use teaching development to “realign” a three-way mismatch between student expectations, training experiences, and career opportunities.

6. TD helped participants clarify their career interests and successfully compete for a wider variety of academic jobs.

7. TD helped early-career faculty hit the ground running as teachers and researchers; said it contributed significantly to their early-career success.

What CIRTL is About!

Ain ShamsUniv., Cairo

University of Illinois Urbana-Champaign

Tufts University

Lawrence University

Utah State

University

University of

Dubuque

College of Idaho

Madison AreaTechnical College

Augustana College

Pacific University of Oregon

University of Maryland Eastern Shore

Grand Valley State University

North CarolinaState

University

Purdue University

Ball State University

Ohio State

University

Bethel University

Stillman College

University of

Louisville

UW - Madison

Southern Illinois

University