What Knowledge and Skills do STEM Faculty Need for Success in the Classroom?

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1 What Knowledge and Skills do STEM Faculty Need for Success in the Classroom? Teaching, Learning and Research: Preparation of the Nation's Future Faculty CIRTL Forum 2011 Linda von Hoene, Ph.D., Director, GSI Teaching & Resource Center University of California, Berkeley

2 From TA Training to Professional Development TA Training Pre-service Teaching Orientations Workshops and Courses Classroom Observations Professional Development Teaching Certificate Programs Teaching Portfolios Preparing Future Faculty Programs 2

3 Overarching Question We Need to Ask (again) Do the TA training and professional development programs we have created enable graduate students and postdocs to develop the knowledge and skills they need to successfully fulfill the responsibilities of a junior faculty member? 3

4 Teaching Certificates 2010 Survey Approximately 70 universities currently offer teaching certificate programs: 54% of RU/VH 17% of RU/H 3.5% of DRU.5% of MA-L 4

5 Teaching Certificate Completions 2010 Survey , (expected) 1,604 = 12.9% increase over one year Since inception: 7,758 completions 5

6 Content of Certificate Programs Participation in Workshops or Courses on Teaching and Learning Classroom Observation Formulation of Teaching Philosophy or Teaching Portfolio Syllabus Design Other activities specific to institution, e.g., classroom research, preparation of job search materials, training in ethics of teaching 6

7 Certificate Programs: Knowledge and Skills Developed Skills in conducting effective discussion, problemsolving, and lab sections using appropriate communication tools and active learning methods Knowledge and skills in assessing teaching and learning using a variety of assessment tools Knowledge and skills in creating of inclusive classrooms 7

8 Certificate Programs: Skills and Knowledge Developed Knowledge of how to design a learner-centered syllabus Knowledge and skills in reflecting upon teaching and writing a philosophy of teaching statement Less Common: Knowledge and skills in conducting classroom research; applying ethical and professional standards to teaching 8

9 What skills and knowledge related to teaching are not developed in teaching certificate programs? Skills in independently creating and teaching a course (for STEM grad students and postdocs in particular) Skills in teaching and managing large courses Knowledge of how people learn Knowledge and skills in curriculum design 9

10 Beyond Teaching: Gaps in Preparing Future Faculty Development of skills in academic writing, editing, and publishing Knowledge and skills in managing a lab Understanding of how institutions work, e.g., governance issues Knowledge of what it takes to get tenure at a variety of institutional types 10

11 Beyond Teaching: Gaps in Preparing Future Faculty Knowledge of work-life balance issues pertaining to faculty life Knowledge of broader issues in higher education, e.g., diversity issues in higher education, corporatization of university, changing nature of professoriate, ethical issues pertaining to research and teaching, navigating interdisciplinarity in research and teaching, 11

12 Solutions Create more independent teaching opportunities for graduate students and postdocs Provide sufficient preparation in course and curriculum design, how students learn, etc. Expand certificate and preparing future faculty programs to include the development of knowledge and skills for a wider range of faculty responsibilities (e.g., lab management; academic editing, writing, and publishing) Expand certificate and preparing future faculty programs to enhance knowledge of broader issues pertaining to faculty life, e.g., governance, tenure process, work-life balance, diversity, civic engagement 12

13 Conclusion Do the TA training and professional development programs we have created enable graduate students and postdocs to develop the competencies needed as junior faculty? Outstanding strides have been made since the question was first posed that should be widely acknowledged We are embarking on a new phase in which programs need to broaden out to include the development of skills and knowledge not only in teaching but in all aspects of faculty life Articulation of specific competencies and their evaluation should take this broader range of skills into consideration 13

14 Contact Information Linda von Hoene Director GSI Teaching and Resource Center Graduate Division UC Berkeley 14