Howard University

Michigan State University

Texas A&M University

University of Colorado
at Boulder

University of Wisconsin-Madison

Vanderbilt University

Poster Abstracts

20 - Creating a Cohesive Environment for Training Future Faculty
Poster | Executive Summary

Author(s):  Jean Alley, Thomas R. Harris

Vanderbilt University 

There are several groups at Vanderbilt University, including the Center for Teaching, working to educate future faculty in the art of teaching. These groups each work well, but mostly independently of each other. CIRTL leadership at Vanderbilt is working to create a multi-school organization on campus that will help unify these various factions and make the opportunities both more visible on campus and more accessible to the graduate students and post-docs who benefit from participation in the programs. The executive committee will be a provost-level organization with representation from all of the relevant groups, working as liaisons with their respective Deans. The presence of such an organization and CIRTL support will enable this group to leverage funding both within the university and from outside sources. We seek to identify a core of STEM faculty, fellow, and graduate students and engage them in cross-network activities. One of the expected outcomes is funding for Teaching Assistants to work on Teaching-As- Research projects. Instead of working with the faculty member to grade papers, etc., the graduate student would work with the faculty to implement and assess some educational improvement in the chosen course. In addition to helping to connect existing resources on campus, CIRTL Vanderbilt seeks to bring the resources of the network to our campus. We will also seek to hold specific workshops for local faculty, fellows and scholars based on the approaches to STEM education developed by the VaNTH Engineering Research Center. At present, there is some interest among the administrators of the various schools. As we find ways to implement our strategies, we expect much more enthusiasm at the administrative level.

5 - Fermentation of Recombinant Microorganisms: A Laboratory for Interdisciplinary Training of STEM Students at North Caroline State University
Poster | Executive Summary

Author(s):  Kathryne Auernik, Robert M. Kelly

North Carolina State 

At North Carolina State University, the Biotechnology Program uses half-semester, laboratorybased modules as the platform for interdisciplinary training of undergraduate and graduate students in components of modern biology and bioengineering. BIT 463-563 Fermentation of Recombinant Microorganisms is an example of such a course, offered annually to sections of 30 students from as many as 5 colleges and 25 academic departments. Students receive hands-on experience with the operation of bioreactors and manipulation of conditions impacting target protein yield (based on troubleshooting and application of academic concepts). The educational model is based on significant participation of graduate students, experts in this area of science and engineering, as teaching assistants. Expectations for teaching assistants include planning, teaching, and grading, as well as the generation of new laboratory exercises for the course. Presented here will be the educational and laboratory components of this course, as well as discussion of course elements, as these relate to overall interdisciplinary training objectives. The close relationship between the graduate student’s research expertise and translation of this expertise to educational objectives will be emphasized.

55 - Using Cognitive Apprenticeship Theory to Guide Graduate Education and Development
Poster | Executive Summary

Author(s): Ann E. Austin

Michigan State University

Doctoral education provides a period of socialization for those who aspire to academic positions. Students learn what an academic career involves, the norms, values, and ethics important within their disciplines, and the expectations and work habits needed for success. Despite the importance of this period, research findings over the past decade have raised concerns about whether doctoral students are adequately prepared for the academic profession, advised as effectively as needed, presented with clear expectations, and offered regular and explicit feedback. This paper suggests a theoretical perspective that can inform STEM doctoral education in ways that lead to practical response to some of these concerns. Specifically, this paper presents cognitive apprenticeship theory as a framework to guide learning in doctoral education and to enhance the quality of the socialization process.

17 - Excellence in Teaching: A Seminar Series for New Faculty
Poster | Executive Summary

Author(s):  Julia S. Austin, Bryan Noe

University of Alabama - Birmingham 

As part of its university-wide faculty development program, the University of Alabama at Birmingham initiated during the current academic year a seminar series for new faculty (Excellence in Teaching: A Seminar Series for New Faculty). The sevensession seminar series was developed for faculty in their early years of teaching and was designed especially for those with no formal training in educational instruction. The goal of the series was to help new faculty gain useful knowledge about teaching and learning while giving them opportunities to network with both new faculty and experienced master teachers from Chemistry, Physics, Health Professions, and Physiology and Biophysics. The majority of the 30 participating faculty had primary appointments in STEM discipline departments. The seminars were designed to provide targeted information that would help faculty learn how to engage students in complex and/or highly technical content while they were revising or designing a new course. Seminar topics included student learning and long-term retention, designing a course syllabus, enhancing lectures, effective teaching approaches and techniques, challenging students and interesting situations, as well as evaluation and grading. The seminars were all interactive, participatory “working” sessions, modeling effective teaching/learning practices and engaging faculty in hands-on activities with cross-disciplinary colleagues. Each participating faculty member identified a course that he/she wanted to revise or create; they worked on this course throughout the seminar series, consistently refining and revising aspects of the course. For example, faculty practiced writing specific, measurable learning objectives and designing authentic classroom assessments aligned with these learning objectives. They discussed how to use tests and assessments as teaching and learning tools and shared successful strategies for addressing class management issues. Herein we provide an overview of the Excellence in Teaching Seminars Series and describe several of the interactive strategies used.

3 - Writing activities to hone field observation skills and elicit higher-order thinking during a study abroad experience in Madagascar
Poster | Executive Summary

Author(s):  Anne Axel

Michigan State University 

Undergraduates studying abroad are bombarded by an array of sensory information, yet in their conversations, and especially in their writing, little detail is provided about all that they experience.  When recounting the day in their journals, many simply write a stale narrative of the day’s events.  Study abroad programs provide exposure to biological, cultural, and socioeconomic diversity; these programs, thus provide students a great opportunity to hone their observation skills. Evidence suggests that students lack both training and experience in making detailed observations, so it is then no surprise that many have difficulty engaging in descriptive writing. Observations are the basis of the scientific method; therefore, it is critical that all students, and especially science and social science majors, practice and hone their observation skills.  With development of these skills, it is expected that students will more readily engage in higher-order thinking.  In order to elicit articulate descriptions in student writing, I designed a study abroad curriculum which emphasized training in effective note-taking and writing skills, as well as in methods of observation (or ways of seeing).  Exercises include daily journal writing, haikus, scheduled outdoor writing sessions, written reactions to films and case studies, and written contribution(s) to a class Guidebook to Madagascar. While many of the proposed activities were utilized in a previous study abroad program, this work is on-going.  Preliminary findings illustrating improvements in student writing will be shared. Future work will focus on developing effective means of measuring changes in student writing after the interventions.

17 - A Cross-Disciplinary Approach to First-Year Engineering Education: Teaching Engineering in the Context of Society’s Grand Challenges
Poster | Executive Summary

Author(s):  Samira Azarin, Nicola Ferrier, Stephen M. Kennedy, Daniel Klingenbert, Kristyn Masters, Katherine McMahon, Jeffrey Russell, and Susan C. Hagness

University of Wisconsin - Madison 

Throughout the U.S., many engineering departments are facing declining enrollments at a time when the world faces many problems that must be addressed by engineers. In response to this decline, various institutions are beginning to realize that engineering education must change to meet the interests and needs of a more diverse population of students, particularly women and minorities. The present study focuses on the development of an alternative to the traditional freshman-level introductory engineering courses. A new cross-disciplinary engineering course, developed by a University of Wisconsin-Madison team, places an emphasis on humanitarian applications of engineering by focusing on the role of engineering in tackling society’s grand challenges such as sustainable energy and pandemics. Our hypothesis is that this new approach to teaching freshmen about engineering will engage and inspire students who have typically been turned off by the traditional introductory engineering experience. Additionally, we believe that this course will better prepare a new generation of engineers to address major societal problems while maintaining an awareness of political, economic, ethical and social constraints on engineering. This poster presents an overview of the course, including the expected course outcomes and results from the preliminary survey-based assessment aimed at evaluating changes in students’ perceptions of engineering after completion of the course. We expect that teaching engineering content in a societal context will be a powerful tool for increasing the interest and retention of women in engineering. In addition, we hope that our preliminary data will encourage others to adopt a similar approach in their own introductory courses.

40 - Preparing Successful STEM Faculty at CU-Boulder
Poster | Executive Summary

Author(s):  Laura L.B. Border, PJ Bennett, Michael Zizzi, and Qudsia Quraishi

University of Colorado at Boulder 

Because STEM graduate students spend most of their time doing research, their teaching experience often consists simply of grading or leading a recitation for one or two semesters. Yet, when STEM graduates become faculty members, they discover their job involves teaching, managing a lab, doing individual training of graduate students and undergraduate students, writing grants, serving on committees, and doing research. The result is that many new faculty feel underprepared for their jobs.To help STEM graduate students receive better training, the Graduate Teacher Program has created workshops and a certification program to help graduate students better prepare for their future faculty careers. In this poster we will show that we have improved professional development for STEM graduate students by looking at penetration in the STEM disciplines, PFF collaborations, and the improvement of undergraduate education. While we have had steady increases in our participation of STEM graduate students since the program was begun, STEM participation has increased due to our participation in CIRTL, as demonstrated by attendance and certification data. We have also collaborated with the physics department to create a PFF program in Physics;this program is providing additional training for physics graduate students. Additionally, our advanced training program, the Lead Graduate Teacher Network, for which the GTP has won a Hesburgh Award, has led to improvements in undergraduate education. Lastly, we close with comments from three current STEM faculty members who have completed our program, demonstrating that our program prepares beginning faculty who feel underprepared for their new faculty roles.

12 - Development of MATLAB Applications for Improving Quantitative Skills in Biology Classes
Poster | Executive Summary

Author(s):  Irving A. Brown, Joseph Jones, Ahmad Kamalvand, and Kathy Schwab

TAMU, Huston-Tillotson 

Minority students have traditionally been underrepresented in the STEM fields of academic study as well as in STEM based careers. In an ongoing effort to attract and retain more minority students in the life sciences, Huston-Tillotson University, an HBCU in Austin, Texas has embarked on the BIOCOMP2010 project. The project, funded by a U.S. Department of Education MSEIP (Minority Science and Engineering Improvement Program) grant, integrates mathematical and technological software and applications into the undergraduate life sciences curriculum. This presentation defines the project goals; highlights the expected outcomes from the project and the objectives that support the stated goals; details the selection of the technological software platform; and describes the development and implementation of the MATLAB life science applications into the biology curriculum. The intermediate results of these efforts show an increased level of student interest and participation in the laboratory portions of the modified courses.

28 - Valuing and Evaluating Teaching in the Mathematics Faculty Hiring Process
Poster | Executive Summary

Author(s):  Derek Bruff

Vanderbilt University 

Mathematics faculty search committees frequently collect and evaluate information about candidates’ teaching experiences, skills, and philosophies, but relatively little research has been conducted to investigate how search committees do so. This poster presents the results (Bruff, 2007) of a survey of 156 mathematics departments that conducted searches for tenure-track assistant professors during the 2005-06 academic year. Search committees reported valuing teaching ability more than research potential or collegiality, although this result varied by type of institution. Letters of recommendation discussing a candidate’s teaching were the application materials rated as most useful in evaluating a candidate’s teaching effectiveness. Student evaluations were seen as less useful in this regard, but they were seen equally as as useful as most other application materials, including teaching statements and teaching portfolios. Search committees reported that successful teaching statements were those that connected the candidate’s teaching philosophy with teaching practices in specific ways, showed dedication to teaching, demonstrated effective written communication skills and thoughtful reflection about teaching, and conveyed a student-centered attitude towards teaching. These results are likely to be of interest to graduate students and others going on the job market, to doctoral programs preparing graduate students to go on the job market, and to faculty search committees interested in how other schools value and evaluate teaching. Recommendations for each of these audiences based on the survey results will be shared.

44 - Teaching & Learning as a Magnet in Sustaining the Preparing Future Faculty Program
Poster | Executive Summary

Author(s):  John G. Bryan, Kirsten Kinneberg

University of Cincinnati 

The University of Cincinnati has run a Preparing Future Faculty Program (PFF) since 1993 with a majority of past participants in the STEM disciplines. Early encouragement, seed grants, and coordination came from the Council of Graduate Schools and the Association of American Colleges & Universities. When most national support for and coordination of PFF expired earlier this decade, the UC program did not die. Indeed, it has consolidated, grown, and built enduring relationships—both within the university and with regional partner institutions. Some UC doctoral programs now include PFF as a degree requirement. Partner colleges that have provided mentors for PFF students are now using the program as a preferred target for faculty recruitment. Recent overview presentations for graduate students wishing to explore the program have drawn more than 150 registrants. Finally, UC’s Graduate School intends to use PFF as the kernel of a new initiative to offer support and professionalization to all graduate students. Despite these successes, the Graduate School, the PFF director, and the PFF advisory committee—with participation from current PFF students and partner institutions—is exploring other options to bring more students into and through the program. One initiative already underway is a partnership with the university’s Center for the Enhancement of Teaching & Learning. This poster presentation will describe how a research‐extensive university is using teaching and learning as the core concerns in drawing increasing numbers of graduate students to the prospect of faculty careers.

30 - A Model for Incorporating Non-Traditional Skill Sets Into Graduate Education
Poster | Executive Summary

Author(s):  Michael Butler, Nathan Morehouse

Arizona State University 

Graduate students are traditionally poorly trained in several key skills essential for success in future faculty positions. Most notably, graduate students rarely gain experience in managing large budgets, directing personnel, project management, and interacting with administrators. At Arizona State University, graduate students have developed an outreach program, Graduate Partners in Science Education, that develops mentoring relationships between biology graduate students and under-privileged junior high school students. This program is run entirely by graduate students with no faculty oversight and as such, the graduate student who serves as Program Director receives exceptional experiences that prepare him or her in non-traditional components of graduate education. It is a paid position that encompasses the same compensation of a typical teaching assistantship, but responsibilities include recruitment of graduate students, training and organization of graduate student participants, budgetary responsibilities, coordination with community partners (e.g., Phoenix Zoo, Phoenix Parks and Recreation, and the host school and district), and interaction with administrators at a university-wide level. There were thirteen graduate student participants in 2007-2008, all of which needed training, updated program materials, and instruction on a weekly basis. The program's budget was $96,350, and it is the director's responsibility to secure funds and track the flow of monies to make sure the program stays within budget. The director also routinely interacts with the Director of the School of Life Sciences, the Divisional Dean of the College of Liberal Arts and Sciences, and the Associate Vice Provost of the Graduate College. All of these experiences provide skills useful in a future faculty position, including budget management, generating funding requests, personnel coordination, coordination with outside entities, and goal-oriented interaction at multiple administrative levels within the university.

35 - Speeding Doctoral Students’ Academic Career: The Future Academic Scholars in Teaching (FAST) Fellowship Program at Michigan State University
Poster | Executive Summary

Author(s):  Henry Campa III, N. Speer, M. Urban-Lurain, D. Ebert-May, K. Johnston, K. Klomparens

Michigan State University 

The Graduate School at Michigan State University (MSU) and the MSU Center for the Integration of Research Teaching and Learning (CIRTL) Steering Committee sponsor the FAST Fellowship Program (Future Academic Scholars in Teaching) for doctoral students in STEM disciplines. This program responds to national imperatives to prepare future faculty for the changing needs and expectations in higher education. FAST provides a diverse group of graduate students with faculty-guided mentored teaching experiences. Students in this one-year program participate in group meetings and workshops with fellowship recipients and faculty members from within and outside MSU to discuss - teaching, learning, assessment, academic life, and professional development. Fellows propose and conduct a teaching-as-research project of their own design. Faculty mentors and MSU CIRTL Steering Committee Members provide direct assistance and guidance with projects. Fellows receive $1,000 to help support project expenses or travel to a conference to disseminate their findings. During the first two years of the program, 20 students from four colleges and 13 departments received fellowships. The MSU CIRTL Steering Committee assesses FAST using pre- and post-program web-based surveys that address potential programmatic effects on student preparation for academic careers and their knowledge of and confidence in conducting scholarly work on teaching and learning. Preliminary findings suggest that students applied to the program because they sought an experience that balanced teaching and research, exposed them to teaching theory and evaluation methods, and gave them the opportunity to design a scholarly research project on teaching and learning. Fellows reported that FAST provided them with valuable opportunities to reflect on their personal experiences as a teacher and learner, conduct a project with resource people who were “genuinely interested in teaching-related projects”, and learn about assessment of student learning.

25 - Effects of a Future-Faculty Professional Development Program on Doctoral Students and Postdocs in Science, Technology, Engineering and Math: Findings from a Three-Year Longitudinal Study
Poster | Executive Summary

Author(s):  Mark Connolly, Shihmei S. Barger, and Jana L. Gearhart-Bouwma

University of Wisconsin - Madison 

This session will examine the latest findings from the third year of a qualitative longitudinal study of 83 science, technology, engineering, and math (STEM) doctoral students and postdoctoral researchers at the University of Wisconsin-Madison, 51 of whom have participated in future-faculty professional development (FFPD) programs. Our latest research closely studied the experiences of the 29 study participants who had transitioned to new roles (e.g., from doctoral student to postdoc), specifically exploring what effect, if any, their participation in FFPD had on their career trajectories. Among the findings we will present is that just a third of these 29 “position-transition” cases moved directly into faculty positions, and a significant proportion had taken academic positions that do not represent a traditional trajectory into the tenure track.

16 - Teaching Science to Non-Science Majors by Including ‘Nature of Science’
Poster | Executive Summary

Author(s):  Shelley Crausbay, Basil Tikoff, and Nancy Ruggeri

University of Wisconsin - Madison 

We developed instructional materials for the 3-week capstone module - Global Climate Change - in a new course (ILS153-Ways of Knowing) that fulfills a general science requirement for UW-Madison non-science majors. The course’s integrative, process-based approach explores scientific inquiry and discovery by studying paradigm shifts in five major scientific fields: heliocentrism, plate tectonics, radioactivity, evolutionary biology, and global climate change. This approach exposes students to scientific content and process and to the social context in which science takes place (‘nature of science’, or NOS). Our research explores whether including NOS increases learning gains for non-science majors. Here we examine results from two hands-on labs: Statistics and Scientific Uncertainty, and Simulation as a Way of Knowing. Only the Statistics and Scientific Uncertainty Lab had an NOS component. Final assessment results showed that students performed significantly better on the scientific uncertainty question than on the simulation question (paired t-test, p-value <0.01). We also analyzed students’ pre- and post-test responses when asked to list 3-5 questions they would ask before accepting an extraordinary scientific claim. Because student’s responses were multivariate, we used Multiple Response Permutation Procedures to assess whether pre- and post-test responses differed significantly (a measure of learning gains, A-value = 0.05, p-value <0.001). We used Indicator Species Analysis to show that the largest contributory factor to increased learning was the inclusion of “uncertainty” in student’s post-test response (p-value <0.01), suggesting that the inclusion of NOS in the Uncertainty Lab increased student’s ability to assess a scientific claim. In addition, pre- and post-test results show that selfrated concern over anthropogenic global warming increased significantly after the module (paired t-test, p-value <0.001).

49 - Preparing Future Faculty through a Student-led Organization: The GTA Model
Poster | Executive Summary

Author(s):  Hailey Daehnke, Michelle Simms, Ken Viall, Xinrong Li, Candice Seeve, Jiyeon Kim, Omar Harvey, and Valerie Reiss

Texas A&M University 

The all volunteer student-led Graduate Teaching Academy (GTA) provides graduate students at Texas A&M University with professional development in preparation for current and future teaching positions. The program fosters future faculty development though seminars, teaching mentorship, workshops, and service opportunities that model the activities expected in faculty positions. During the 2007-2008 program year, approximately 180 graduate students attended events with 75 students from 48 departments completing the year-long program requirements. GTA functions as a learning community through small group interaction at each function, interaction with current faculty through teaching mentorship, and through reflection on experiences by writing short essays. The GTA not only serves as a source of professional development, but also provides exposure to pedagogical concepts that would not otherwise be available to graduate students who do not have teaching responsibilities as a part of their research programs. The GTA also provides opportunities in service-learning and leadership development. After completing the program, graduate students may continue participation by filling leadership roles in the organization. In this poster, we will present the structure of the GTA program, certificate structure, and outcomes from the 2007-2008 program year. As a model for future faculty development, this program of professional development may be adapted to fit the local context at other institutions.

36 - An Emerging Model for Professional Development of Large Teams of Teaching Assistants at an Australian Research-Intensive University.
Poster | Executive Summary

Author(s):  Kirsten Farrand, Kuchel, Louise, Lawrie, Gwen

University of Queensland 

The University of Queensland, Australia, is a large research-intensive university with seven faculties and six research institutes and a student population of 38,000. Within the Faculty of Biological and Chemical Sciences, the three Schools: Biomedical Science (SBMS), Integrative Biology (SIB) and Molecular and Microbial Science (SMMS), each employ over 100 teaching assistants (TAs, mostly graduate students) for a diverse range of 1st – 2nd level practical classes (500 - 1300 students per course). All Schools begin each semester with an induction workshop, but this varies from a few hours (SMMS) to a full day (SBMS and SIB) and targets either new tutors (SBMS) or both new and experienced tutors (SMMS and SIB). Each school also provides content-focused training sessions for TAs pertinent to each practical class. Some new initiatives in TA professional development have been piloted this year, including the establishment of learning communities through the introduction of lead educators who mentor TAs, or through facilitation of conversations about teaching strategies among TAs during the traditional content-based training sessions; and several approaches to “scientific teaching ” including the collection of evidence from TAs in reflective teaching diaries, and written evaluations of TAs by supervisors and students.   In an emerging model of professional development for TAs across the faculty, we aim to establish a formalized progression in skills and responsibilities for TAs that embeds mentoring between experienced and new TAs, and will be evidenced by development of TA teaching portfolios. We are seeking advice from attendees who would like to discuss evaluated professional development models which have demonstrated outcomes related to “scientific teaching,” the development of learning communities and pyramid models of future faculty progression.

22 - Faculty Recruitment, Mentoring and Retention at the University of Michigan-Dearborn
Poster | Executive Summary

Author(s):  Robert Fraser, M. Shridhar, Associate Provost

University of Michigan-Dearborn 

The Office of the Provost has begun a re-evaluation of the recruitment process.  One element of that assessment it to confirm and refine the attributes we seek in desirable candidates for any position.  However, we also need to examine how well we have done in our hiring over the past five years and determine the strengths and weaknesses in our process.  In addition, we plan to assess the difficult hiring areas, determine what will be the best attractions for the desired candidates in that field, and shape our invitations accordingly. We are also taking a new look at our new faculty orientation process and value.  For years the University of Michigan-Dearborn restricted its new faculty orientation to one or two days before the fall term began. Like new faculty members everywhere, they said that it was too much information in too little time.  Some essentials were grasped and much forgotten with new class preparations underway.   In response to this concern, for the past five years we have been growing a "New Faculty Enrichment Series" that takes place throughout the year.  The initial offering was one in which we sought to encourage new colleagues to meet faculty veterans who might be interested in developing interdisciplinary grants.  We hoped that this would be a catalyst for early grant application writing.  As this was repeated, we discovered that different academic units were providing other workshop opportunities for their new faculty members.  We took all of these ideas and planned four additional opportunities:  teaching strategies, student assessment, grant writing strategies, and electronic resources for teaching and research.  The five workshops will be offered on Fridays throughout the first year of service.  Other faculty members, both tenure-track and lecturer,  are invited to participate as well, to encourage professional development and networking.

53 - The CIRTL Diversity Resources: Tools for Training Outstanding Educators
Poster | Executive Summary

Author(s): Katherine Friedrich, Sherrill L. Sellers, Judith N. Burstyn

University of Wisconsin-Madison

14 - Assessing Inquiry-Based Labs for Introductory Biology Non-Majors
Poster | Executive Summary

Author(s):  Cara Gormally, Hallar, B., Armstrong, N., and P. Brickman

University of Georgia 

In recent years, there has been a major push in science education to transform traditional laboratory education by incorporating inquiry-based lab work. By including inquiry-based activities in the lab, the assumption is that students will increase their scientific literacy and build creative problem-solving abilities through a more challenging curriculum than is offered through traditional cookbook activities. However, there has been little assessment to determine whether inquiry-based labs achieve these goals with greater success than traditional labs. During fall 2006 and spring 2007 we administered pre- and post- assessments in both traditional and inquiry introductory biology labs for non-majors to more than 300 students. These assessments were used to measure differential change in science literacy, science process skills, and students’ selfconfidence in doing biology. The instruments used for the assessment were modified from previously validated instruments and were retested for reliability. To assess students’ self confidence, we used a previously validated college biology self-efficacy instrument for nonmajors. Using these assessments, we discovered that students in inquiry labs had significantly greater gains across both semesters in science literacy and science process skills than students in traditional labs. Interestingly, students’ self-reported responses of their confidence in doing science varied across semesters, with generally higher self-confidence for students in the traditional cookbook labs. The anticipated outcomes of this study are to gain perspective on the relationship between inquiry-based learning, science literacy, and student self-confidence in doing science, and provide valuable information for future laboratories at our own and other universities.

10 - Technology in the Classroom: Use of an Online Wiki Facilitates Discussion and Learning in an Online Course
Poster | Executive Summary

Author(s):  Todd D. Gruber, Sandra S. Courter

University of Wisconsin - Madison 

Technological advances allow for new tools and opportunities for teaching. We investigated the use of an online, course-specific wiki as a tool for facilitating discussion in an online course. A wiki (such as the commonly used Wikipedia) is a collaborative website that can be directly edited by anyone with access to it, and the study was implemented in an online graduate course regarding methods for teaching college students. Weekly wiki assignments were designed to foster discussion of readings ahead of the class period. Although students were unfamiliar with the process of editing and using a wiki prior to the start of the course, feedback from students was very positive. Students were surveyed two-thirds of the way through the course and at the conclusion. Their responses indicate the wiki “added to the in-class discussion” (73% student agreement), added to their “understanding of course material” (64% agreement), and was a good use of students’ time (73% agreement). Further, 75% stated they were “Likely” or “Very Likely” to incorporate a wiki into a future course of their own design, indicating the students themselves viewed this technology as a useful learning tool.

8 - Dataset Analysis as a tool for Inquiry-Based Learning in Undergraduate Environmental Science Education
Poster | Executive Summary

Author(s):  O.R. Harvey, B.E. Herbert

Texas A&M University 

Systemic reform of K-12 science education seeks the improvement of student learning through a student-centered, inquiry-based approach. Inquiry-based science engages students in authentic practices that mimic the practices of scientists, such as asking scientific questions and making predictions; gathering and expressing data and evidence; and constructing and reflecting upon scientific explanations. Authentic inquiry can be implemented in the classroom through a number of simulated research activities including hands-on activities, simulations, data set analysis, verbal design, and evidence evaluation. This reform initiative has been codified in national K-12 science standards documents (AAAS, 1989; AAAS, 1993; NRC, 1996a) but has had limited impact on teaching practice in higher education. National and International efforts to reform secondary and tertiary science education often call for the participation of academic scientists in the reform effort, though suggested roles are often poorly conceived and rewarded. We maintain that scientists are needed to support the development and implementation of effective learning environments designed around inquiry-based learning as this is the most pressing educational need that is best served by the artifacts and knowledge produced by scientific research groups. As such, the design and implementation of authentic inquiry in undergraduate classrooms can serve to integrate scientific research with STEM education. This paper looks at how the integration of visual, geographic and attribute data developed through research conducted by the United States Geologic Survey can be the basis for an environmental geology inquiry activity focused on dataset analysis that may enhance student’s critical thinking, scientific practice and conceptualization/understanding of scientific processes.

54 - The Value Placed on Formal Teacher Training During the Pre-Interview Stage(s) of STEM Junior Faculty Searches
Poster | Executive Summary

Author(s): Jeremy Hernandez

This study examined the value recent STEM faculty search committee chairpersons initially place on applicant participation in formal teacher-preparation programs (FTPPs) during their doctoral studies.  Although STEM doctoral students benefit personally from FTPP training in existing literature, no research has examined how those doing the hiring initially value such participation.   Do STEM search committee chairpersons consider FTPP experience as an asset/liability when recommending applicants for advancement to the interview stage of the faculty hiring process?  The value placed on FTPP participation by STEM faculty search committee chairpersons during the pre-interview stages of the hiring process, within the context of the last search they chaired, was evaluated in two ways. First, an archival search of The Chronicle of Higher Education was performed with data on 1387 tenure-track, assistant professor level STEM job postings from across academia being collected.  Analysis of variance (ANOVA) and Tukey HSD post hoc tests were used to look for differences between teaching duties mentioned in job postings and for requirements of statements/evidence of teacher preparation.  Second, 206 STEM faculty search committee chairpersons participated in a quantitative e-survey which asked questions about the value they placed on different forms of teacher training and how they view teacher training in light of other desired qualifications (e.g. research experience) during the pre-interview stages of the process, all within the context of their last search.  Analysis found the initial value placed on formal teacher training experiences was dependent on specific STEM discipline, institution type, time delays between graduation and application, participant search experience, and expected time commitments to research and teaching.

7 - Calculus Students’ Understanding From the Inside-Out: The Relationship Between the Chain Rule and Function Composition
Poster | Executive Summary

Author(s):  Aladar Horvath, Natasha Speer

Michigan State University 

The chain rule, an important calculus topic, has received little attention in mathematics education research. It describes what one must do when taking the derivative of nontrivial or composite functions (e.g., sin(1/x), Pe-kt, etc.) and is closely connected to function-related issues that arise when there is a “function inside a function.” By understanding more about the difficulties calculus students have, calculus instructors can make informed decisions regarding the use of classroom resources to improve students’ understanding of this key concept. This poster includes results from an exploratory study where calculus students were given tasks involving the chain rule. These tasks contained functions with which students were familiar (polynomials and trigonometric), somewhat familiar (logarithm and inverse trigonometric), and not familiar (functions with names invented by the researcher names). Participants included Calculus I students in the spring semester (n=14) and fall semester (n=4) of 2007. The results of these two samples were similar; there were students from each group who successfully completed the tasks which involved functions they were familiar with in their calculus course. The students also had success with functions with which they were not familiar, although it was not to the same degree of success as the familiar functions. However, the students had the most difficulty with the functions with which they were somewhat familiar. In these tasks students replaced function composition with function multiplication. For example, even though students did not think of the function ln (-x3) as ln times (-x3) and use the product rule, when applying the chain rule they multiplied 1/x and (-x3) instead of composing them. This indicates that student have difficulties with function concepts that are specific to the context of calculus. Thus, incorporating function concepts throughout the calculus curriculum and not just as review material is both needed and beneficial for students.

38 - Intersections of Disciplinary Graduate Instructor Preparation at a Research University
Poster | Executive Summary

Author(s):  Katherine D. Kearns, Valerie Dean O’Loughlin, Mark Braun, Carol Subino Sullivan

University of Indiana - Bloomington 

Our research institution takes pride in preparing its graduate students not only to be excellent researchers but also to be inspiring teachers. Our academic departments retain most of the responsibility for preparing graduate students for their teaching roles as future faculty. For all of their diverse disciplinary interests and signature teaching styles, our departments share common goals in these instructor preparation activities, and these activities represent many best practices in graduate instructor education. Yet like many research universities exemplifying a “silo” culture, our discipline-based graduate instructor preparation activities rarely are shared among disciplines or even among individuals. This poster will share several campus-level activities at our public research university which address this compartmentalization. The goals of these programs are to: 1) integrate disciplinary graduate instructor preparation within the larger context of our graduate education curriculum; 2) support cross-disciplinary conversations about graduate instructor preparation; and 3) prepare graduate students for academic job realities in which they will spend substantial time on teaching. Programs to be described in the poster include: workshops and activities offered by our Instructional Support Services office, the Teaching Portfolio Workshop and Share Fair, Future Faculty Teaching Fellowships, a multi-disciplinary Preparing Future Professors Faculty Learning Community for supervisors of graduate instructors, our Scholarship of Teaching and Learning Program, our Alliance for Graduate Education and the Professoriate program, and an annual campus publication summarizing best practices in graduate instructor preparation developed by the Faculty Learning Community. Poster attendees may explore ideas for enhancing their graduate instructor preparation activities and for supporting conversations about such activities on their campuses.

37 - Interdisciplinary Training of STEM Students in Molecular Biotechnology at North Carolina State University
Poster | Executive Summary

Author(s):  Robert Kelly, Kathryne Auernik, Susan Carson, John Chisnell, Melissa Cox, Joanna Miller and Scott Witherow

North Carolina State 

At North Carolina State University, a centralized educational program has been developed for the training of undergraduate and graduate students in molecular biotechnology laboratory concepts and techniques. The NC State Biotechnology (BIT) Program operates a faculty-driven, campus-wide, core teaching facility aimed at educating and training students in laboratory aspects of molecular biotechnology (www.ncsu.edu/biotechnology). Since its creation in 1984, the BIT Program has enriched the laboratory-based training experience in molecular biotechnology of over 2,500 students, postdocs and faculty coming primarily from several colleges at NC State: Agriculture and Life Sciences; Engineering; Veterinary Medicine; Physical and Mathematical Sciences; and, Natural Resources, in addition to part-time students currently employed in the biotechnology industry in the Research Triangle area. The Program’s overarching educational philosophy is that molecular biotechnology encompasses a spectrum of theoretical knowledge, skills and techniques needed for advances in modern life science research and technology, in disciplines ranging from biochemistry to botany to chemical engineering. The BIT Program has been central to life science-based biochemical/biomolecular engineering education and research at NC State for over 20 years. Presented here will be the academic structure of the NCSU BIT Program, information on the spectrum of laboratory courses offered, and specific educational aspects of selected laboratory modules. Furthermore, we will describe the integration of STEM graduate, postdoctoral and research faculty into the educational mission of the BIT Program to foster teaching capabilities of those within this group aspiring to academic careers.

51 - Developing Leadership Skills through Participation in a Graduate Student-Led Organization Steering Committee: The GTASC Model
Poster | Executive Summary

Author(s):  Jiyeon Kim, Kenneth Viall, Dr. Debra Fowler

Texas A&M University 

The Graduate Teaching Academy Steering Committee (GTASC) at Texas A&M University offers a unique leadership opportunity to graduate students who have completed the year-long requirements to equip them in the area of college teaching (GTA Certificate of Completion). Once GTA participants receive the “GTA Fellow” designation, they are entitled to join the GTASC. Serving on GTASC provides graduate students with a leadership skill development opportunity at many different levels of involvement; director, associate director, assistant director and/or group leader. GTA members from a vast number of departments meet weekly in small groups under the direction of a group leader. These groups serve as learning communities for the purposes of sharing and exchanging knowledge and experience. During the 2007-2008 academic year, 11 graduate students from 9 different departments, including 4 international students, were involved in leadership positions in GTA. GTASC enables graduate students to gain experience they otherwise may not have the opportunity to receive in their research; such as budget planning, event management, interpersonal skills and more. This year, for the first time, GTA awarded 18 Senior Fellow certificates to those GTA Fellows who have exemplified the highest ideals of leadership, service, and teaching excellence during their years at Texas A&M University. Most Senior Fellows are drawn from the ranks of GTASC after serving in leadership positions of the GTA program. On this poster, we will show the internal structure of GTASC and how it serves as a continuing learning opportunity for steering committee members. As an example for leadership skill development, this model can be implemented for any other graduate-led organization at other institutions.

32 - Cooperative Group Learning: A Workshop for TAs
Poster | Executive Summary

Author(s):  Jeffrey Klukas, Michael Winokur

University of Wisconsin - Madison 

The physics education literature has repeatedly demonstrated the effectiveness of active leaning techniques over traditional lecture-based teaching. One active learning strategy currently gaining popularity at the University of Wisconsin is the use of cooperative group work in discussion sections. To encourage adoption and increase effectiveness, however, teaching assistants must have some training to understand the benefits of group work and to develop a sense of how best to design activities to capitalize on the social aspects of group work. In response to this need, we have developed a workshop for TAs on cooperative groups. In the workshop, we establish the benefits of active learning techniques through a review of literature and introductory exercises that expose the participants' own abilities to learn without understanding. We then address several practical and social obstacles to leading a successful group work session through a video presentation and role-playing activity where participants must resolve simulated problems in the group-based classroom. Throughout, we rely on small group discussions among the participants to model the approach we are presenting and to capitalize on the diversity of experience that the participants bring to the workshop. For this poster, we present results from two implementations of the workshop, one with a group of first-time TAs in physics (fall 2007) and another with a group from a variety of STEM disciplines (spring 2008). Pre-workshop and postworkshop surveys allow us both to gain ongoing feedback for future presentations of the workshop and to assess the effectiveness of our approach in changing TAs' attitudes toward cooperative group work.

11 - Improving Critical Thinking Skills for Undergraduate Nutrition Students through Case Studies
Poster | Executive Summary

Author(s):  Denise Lackey, Henry Campa, III

Michigan State University 

The ability to solve complex challenges is critical for undergraduate nutritional sciences students’ success as members of the health and biomedical sciences community, where knowledge of fundamental facts must be applied to new problems and situations when dealing with patients and scientific challenges. Our objective was to determine whether clinical case studies addressing the effects of nutrition on pathophysiological states could improve the ability of undergraduate nutrition students to synthesize information from course lectures to solve new, complex problems. Senior level students completed case study questions outside of class and participated in class discussion of these questions after case studies were presented in class. Pre- and post-case study test questions were developed to evaluate students’ knowledge of electrolyte physiology as well as their ability to synthesize and apply the information. Responses were scored using a rubric and analyzed with Wilcoxon matched-pairs tests to identify changes in the ability to use material presented in the case study format. Students’ responses to critical thinking questions improved after completing the case studies (P = 0.0217) and they performed better on basic knowledge questions (P <0.0001). Students also completed a questionnaire about the case study experience and new skills they learned, reporting that case studies were useful for organizing course concepts and thinking processes, clarified course material through application, and enhanced their critical thinking skills. Problem solving and dietetics practices were most commonly identified as important skills learned from the exercises. Our data indicate that completing case studies augmented students’ ability to solve complex problems in novel situations, and to make predictions and assessments in their future roles as health care providers and scientists.

48 - Absence of Evidence Is Not Evidence of Absence: Early Career Mentoring
Poster | Executive Summary

Author(s):  Mark Levandoski

Grinnell College 

I was inspired to develop this retrospective of the lows and highs of my early career by contemplating the question, "How did I get here?"  I have asked this question of myself in the past, but perhaps not on the time scale of my entire professional career.  I also accepted the challenge of presenting this poster as a direct response to learning that this CIRTL conference was “notably missing papers about programs that nurture the teaching and learning of early career faculty.”  I felt this fact was quite telling, given my own experience.  At the risk of being narcissistic or self-congratulatory, I present a series of milestones from my early career with the aim of finding evidence of my mentors and their mentorship.  I am interested in understanding the origins of the aspects of my research, teaching and service work that I now consider most important.  I conclude, if my case can be considered a ‘success,’ that a specific, dedicated program for early career development is not necessary.  Nonetheless, good mentoring and support are necessary to success.

23 - Perceptual Differences Between Chinese and American College Students: A Survey about the Importance of Teaching
Poster | Executive Summary

Author(s):  Xinrong Li

Texas A&M University 

Survey results presented by Richard Johnson at the 2008 Wakonse South Conference measuring American students’ perceptions of professional development produced similar findings to a survey I conducted two years ago with college students in China. In my study, most of 38 students reported to no preparation or understand of their studying jobs. Through statistical analysis of these data, I have found that there is little different show and big different emotion between these two groups, since their differing cultural backgrounds and societal motivations. In this poster, I will analyze the data and discuss the possible explanations for these findings and the implications for the professional development of future faculty.

41 - Purdue Preparing Future Faculty
Poster | Executive Summary

Author(s):  Cyndi Lynch,

Purdue University 

Preparing Future Faculty is a national program to prepare graduate students to assume the roles of a faculty member, particularly in the areas of teaching and learning. At Purdue, PFF focuses on the roles and responsibilities of faculty members and how they integrate them to balance their personal and work life. PFF is a two-credit course, graded as pass/no pass, which is listed on the student’s transcript. The conceptual framework underlying the course curriculum is mentorship in the roles and responsibilities of faculty from various disciplines and career stages, focusing on how graduate students prepare for careers as faculty members. A founding tenet places the emphasis on student self-awareness, career trajectory, skill development, and continuous learning. The learning outcomes are, (1) development of a self-awareness as teachers, researchers, community members, and learners by exploring personal values and understanding roles and expectations of faculty and (2) development of strategies to facilitate the transition from the role of graduate student to new faculty member to tenured faculty member and beyond. The topics and activities are designed to encourage students to meet the learning outcomes by identifying resources on teaching and by developing a strategic career plan based on a self-assessment that is utilized in a pre- and post-test framework. Activities include speed networking, creating portfolios, conducting institutional profiles, and identifying hot topics. The impact of PFF on graduate students and graduate education is assessed by graduate student reflections on their preparedness to assume a faculty position. Additionally the course assessment indicates a number of benefits of the PFF course including the publicity generated for graduate education, and engagement with PFF alumni. Finally, future directions of the PFF course are addressed including internationalization and diversifying the curriculum.

1 - Investigating Student Resources for Understanding Wavefront Aberrometry
Poster | Executive Summary

Author(s):  Dyan McBride, Dean A. Zollman

Kansas State University 

We present a qualitative study about student understanding of the human eye and the resources that students use when constructing an understanding of wavefront aberrometry, a relatively new method of diagnosing vision defects.  Twelve students enrolled in an introductory-level physics course participated in semi-structured interviews focusing on topics such as functions of the human eye, traditional diagnosis methods, and wavefront aberrometry.  The results indicated that students create many associations between their existing knowledge about the human eye and the new information about wavefront aberrometry, thus enabling them to dynamically create an understanding of this new diagnosis technique. *Supported by National Science Foundation grant DUE 04-27645

47 - Supporting the Success of New Faculty at Bryn Mawr College
Poster | Executive Summary

Author(s):  Elizabeth McCormack, Alison Cook-Sather

Bryn Mawr College 

At Bryn Mawr College, a key vehicle for supporting the teaching and learning of early career faculty and the preparation of graduate students for academic careers is the Teaching and Learning Initiative (TLI at www.brynmawr.edu/tli). The TLI is a constellation of educational activities, projects and programs, in which students, staff, and faculty interact in an extended and inclusive learning community to share best practices and explore effective pedagogical approaches. All faculty members and graduate and post-doctoral students who would like to develop and improve their teaching abilities and experiences are invited to participate. The TLI makes extensive use of peer and student feedback and also provides funding support for collaborative projects around the development and assessment of teaching and learning. Students who complete a given set of activities qualify for a Dean’s Certificate in Pedagogy, which appears on their graduate transcript. All new faculty members participate in an intensive New Faculty Program during their first two years, which includes multiple activities orienting them to scholarship, teaching and service. Topics covered in teaching include: teaching styles; developing a teaching portfolio; course design; integrating and responding to writing across the disciplines; leading discussions; and grading and assessment. All activities are designed to encourage a better understanding of personal teaching styles and highlight areas and techniques for growth and improvement.

13 - Model of Synergy between Science and Science Education Research: Transfer of Geoscience Field Research at Laguna Atascosa National Wildlife Refuge into the Secondary Science Classroom
Poster | Executive Summary

Author(s):  Heather Miller

Texas A&M University 

With the call for increased use of inquiry-based learning in K-16 classrooms, STEM reform has reached graduate programs leading to candidates possessing a strong commitment to and understanding of research and teaching in both STEM disciplines and science education. My PhD is being modeled after this need by focusing on characterizing the complexity of an ecosystem as a function of water availability in Laguna Atascosa National Wildlife Refuge (LANWR) in South Texas and transferring this data to both novice teachers and students in secondary science classrooms. LANWR is the largest protected area in the Lower Rio Grande Valley and is home to an ecologically important mix of waterfowl and wildlife including endangered and threatened species. The development of management plans are dependant on adequate knowledge of the interrelationships between ecosystem functioning and water in the region; therefore, the relationship between water availability and soil salinity at the landscape scale needs to be defined for ecological sustainability. This is being accomplished through field observations and laboratory investigations of soil characteristics, hydrology observations, and soil core analysis. Large data sets obtained through field research can be used to develop or improve secondary students’ mental models of complex systems, conceptual and procedural knowledge of scientific investigations, content knowledge, and problem solving skills through authentic inquiry. Our virtual field site provides scaffolded hierarchical opportunities through simulations and videos, interactive GIS maps, large-scale data sets, and authentic inquiry activities where each level provides the building blocks for student development of cognitive needs through interactivity to engage students in more meaningful learning. These data sets are also being used to enhance novice teachers’ development and implementation of authentic inquiry activities by breaking through inquiry barriers with the support of a university graduate student.

52 – Wisconsin Program for Scientific Teaching
Poster | Executive Summary

Author(s):  Sarah Miller

University of Wisconsin – Madison

The goal of scientific teaching is to improve undergraduate education by training a new generation of faculty who approach teaching scientifically.  Scientific teaching posits that the teaching of science should be faithful to the nature of science by capturing the process of discovery in the classroom.  Embedded in this undertaking is the challenge to all scientists to approach teaching with the critical thinking, rigor, creativity, and spirit of experimentation that defines research.  Integral to the process are three core themes: active learning, assessment, and diversity.  These themes serve as cornerstones of the WPST philosophy and recur in all WPST projects.  In this poster session, we will provide a description of the WPST Teaching Fellows Program (a training program for graduate students and postdocs in teaching), a synopsis of outcomes, and information about how to apply the program.

42 - High School, Undergraduate, Graduate, and Early Career Faculty STEMM Faculty Development in the College of Engineering at the University of Cincinnati
Poster | Executive Summary

Author(s):  Carlo Montemagno, Carla Purdy, Urmila Ghia, Anant Kukreti, and Daniel B. Oerther

University of Cincinnati 

As a leading member-college of a research intensive, doctoral granting, comprehensive university, the College of Engineering at the University of Cincinnati is committed to graduating doctoral students who are successful future faculty in STEMM-affiliated disciplines. Specifically, we operate programs which focus upon three areas, namely: (1) enhancing the quality, quantity, and diversity of the domestic graduate student pipeline; (2) providing graduate students with additional skills to excel in academic careers; and (3) diversifying our faculty through recruitment and retention of historically underrepresented groups. Enhancement of the pipeline with a focus on secondary schools in Metropolitan Cincinnati is achieved through a NSF GK-12 grant entitled, Project Science Technology and Enhancement Program (http://www.eng.uc.edu/STEP/), which annually allows the College to place five to ten graduate student fellows in high school STEM classrooms. While the role of these graduate fellows is to improve STEM learning in high school through incorporation of research into authentic learning modules, the primary purpose of Project STEP is to enhance the STEM teaching skills of the graduate fellows in preparation for future careers as higher education teachers in STEMM. Since 2002, 41 doctoral students have participated in Project STEP. At the undergraduate level, the College operates the Women in Science and Engineering Program (http://www.wise.uc.edu/), which matches twenty undergraduate women in STEMM disciplines with faculty mentors for a summer-long research experience that includes weekly review of research skills, the conduct of independent research, and the dissemination of results in an end-of-summer research colloquium. Since 1999, more than 150 undergraduate women have participated in WISE. The skills of graduate students to teach are improved through the College Preparing Future Faculty Program (http://www.ece.uc.edu/~pffp/). This four course sequence (20-ENGR- 952 Modern Teaching Techniques; 20-ENGR-953 Mentored Teaching Experience; 20-ENGR-954 Advanced Teaching Techniques; and 200-ENGR-955 The Academic Profession) was originally established with a grant from NSF, and currently is required of the six doctoral candidates who have been awarded $10,000 Rindsburg Future Faculty Fellowships as well as encouraged of all doctoral students who expect to pursue academic careers. Since 1999, more than 50 doctoral students have participated in PFF. Recently, the University developed a diversity report which served as a catalyst for faculty and administrators of the College of Engineering to lead a University-wide submission of a proposal to the NSF ADVANCE Program. The purpose of this effort is to diversify the faculty through recruitment and retention activities specifically targeting women faculty in STEMM programs. The effort of the ADVANCE team will dramatically and positively impact the pipeline of new students by supporting highly successful role models among women in STEMM careers. In summary, this poster will highlight the results of assessment of select metrics documenting the success of these ongoing programs and a vision of how these efforts fit within the intermediate-range goal of the College of Engineering to move into the top 25 tier of comparable programs in the next eight years.

31 - Community Outreach as a Core Training Experience in Graduate Education
Poster | Executive Summary

Author(s):  Nathan Morehouse, Michael Butler

Arizona State University 

We live in a society increasingly dominated by technological and scientific sophistication, a fact which places a premium on the scientific proficiency of the general public and therefore increased communication between scientists and the public. This understanding is reflected in the increased prominence of requirements by major funding agencies for demonstration of the broader impacts of funded scientific research. However, many faculty members struggle to address this important area of scholarly pursuit, during grant writing and/or in the course of their research. We posit that incorporating meaningful community engagement as a core component of graduate training enables students to speak authentically to issues of broader impacts and proactively pursue connections with the general public earlier in their careers. To support this contention, we draw from the experiences of graduate students who have participated in Graduate Partners in Science Education (GPSE), a community outreach program initiated and run by graduate students in the School of Life Sciences at Arizona State University. In addition, we describe GPSE’s history and programmatic structure in more detail as it pertains to the institutionalization of community outreach as a core training experience for graduate students in the sciences.

21 - Meeting New Faculty “Where They Are” In Their First Year
Poster | Executive Summary

Author(s):  Steven Murray, Rimmer, Tony

Cal State University Fullerton 

New faculty at California State University, Fullerton can look forward to a year-long orientation into the “Fullerton Way” in a series of programs sponsored by the Offices of the President and the Vice President for Academic Affairs, and delivered by the university’s Faculty Development Center. This orientation begins when the 60 to 90 new faculty we have recruited arrive on campus each fall.  They are first immersed in an intensive two-day orientation in the week before classes start.  This two-day program is focused on helping new faculty launch their teaching and it ranges across topics such as student demographics and associated learning issues, class syllabus design, teaching techniques, classroom technology infrastructure and support, and campus civility and safety issues.   A newer program then picks up where the first two days of orientation leave off.  Monthly meetings for new faculty are held through the year.  The meetings are designed to meet faculty “where they are” at that time in the academic year, meaning the topics addressed at each meeting are those considered relevant for faculty at that time.  And input from new faculty is continuously sought to ensure topic relevancy and timing.  Example topics?  Around midterms and finals – exam construction and delivery, and student services support for stressed students through these periods.  Near intramural grant program deadlines – research and teaching grant-writing strategies.  Ahead of retention, tenure, and promotion portfolio deadlines – information and support structures, expectations, obligations, strategies.  Near the Academic Senate elections period – faculty governance issues.  With approaching winter and summer breaks – research support and time management advice regarding the  execution of that research   These meetings are offered twice each month to accommodate varied faculty schedules, and incentives are offered (e.g., lunch, stipends, door prizes) to promote attendance.  Faculty and staff resource specialists from across campus are brought in to address and facilitate conversations with new faculty on each topic.  Feedback from new faculty indicates this year-long orientation activity is appreciated not only for the information and support provided, but also for the opportunities it provides for faculty to meet colleagues from diverse disciplines.

43 - Purdue Graduate Student Professional Development
Poster | Executive Summary

Author(s):  Cindy Nakatsu, Cyndi Lynch

Purdue University 

Nationally universities have identified promising practices in doctoral education to increase completion, particularly for women and minorities in STEM disciplines. The goal of GSPD is to facilitate the transition from graduate student to career professional through programming, skill development, and self-reflection of career goals. The objectives include augmentation of current departmental activities available and collaboration with graduate student organizations to identify academic and professional development needs. To achieve these goals, GSPD curriculum was developed based on three programs: (1) Navigating Graduate School – Avoiding the Roadblocks, (2) Packing Your Portfolio – Tools for Career Success, and (3) Embarking on Your Career Journey – Passport to Career Opportunities. The student learning outcomes are to (1) visualize careers as journeys not as destinations, (2) create a career strategic plan, and (3) enhance student professional identity through skill development and self-reflection. Through completion of activities, student explore the topics of mentoring, networking, project and time management, development of a professional identity, teaching, research, and leadership. Additionally, oral and written communication skills include presentation skills and grant writing. Several challenges were encountered in program delivery and implementation including student motivation to participate in professional development given the perceived competing demands of research particularly when faculty advisors are not supportive of these activities. Another challenge is based on observational data that the student communities participating in GSPD are not as diverse as desired. Future directions of GSPD include marketing of GSPD, avenues to increase student motivation such as courses and certificate programs, and methods to internationalize and diversify the GSPD curriculums and student communities participating in the GSPD program.

4 - Effects of a Graduate Pedagogy Course on Lasting Approaches to Scholarly Teaching
Poster | Executive Summary

Author(s):  Valerie Dean O'Loughlin, Mark Braun, Katherine D. Kearns, Isaac Heacock, Alison Doubleday,  Carol Subino Sullivan

University of Indiana - Bloomington 

Previous research indicates graduate pedagogy courses result in specific teaching behaviors in the short term, but little assessment has been done to examine how teaching behaviors and attitudes endure over time. Multiple assessments of pedagogy courses which continue well past the completion of the course may demonstrate the ongoing development of students’ perceptions of teaching and learning. Four of the presenters investigated the role of a health sciences graduate pedagogy course on participants’ development as reflective and scholarly teachers. One presenter, who was a graduate student in the course and will be a STEM faculty member in the fall, will present her insights about her development during the course. Quantitative and qualitative analyses of course evaluations, pre- and post-course surveys, teaching philosophy statements, teaching portfolios, and follow-up interviews allowed us to examine if graduate students in the course: 1) Develop more complex and refined attitudes regarding student learning; 2) Evaluate their current teaching methods and explore alternative teaching strategies; 3) Practice methods of assessment; 4) Plan to be involved in a public teaching resource network; and 5) Develop lasting attitudes about teaching. Multiple graduate students not affiliated with the course assisted with quantitative and qualitative analyses. Thus, both the course and its assessment provided opportunities for graduate students to reflect on and evaluate teaching. This investigation represents a novel intersection of graduate student development and the scholarship of teaching and learning. Further, this research contributes to the literature about the effects of pedagogy courses on the development of future STEM faculty.

34 - Tomorrow’s Professor Today: A Flexible, Scalable Faculty Preparation Program
Poster | Executive Summary

Author(s):  Michael S. Palmer, Deandra Little and Neda Cvijetic

University of Virginia 

In 2005, the Teaching Resource Center at the University of Virginia developed the Tomorrow’s Professor Today (TPT) Program, a graduate student professional development program designed to prepare graduate students for academic careers. Although the program is open to graduate students across the university, the majority of applicants and participants come from the STEM disciplines. TPT focuses on three areas of concern stressed by a number of national graduate education reform initiatives:† teaching preparation, professional development, and adjusting to life at the university. Specifically, the program strengthens preparation for teaching, provides access to more varied and better integrated professional development experiences, and offers graduate student participants opportunities to learn about various other aspects of academic life in order to better prepare them for the wide range of roles that faculty play. Our program is highly flexible, giving participants a wide array of opportunities to address their individual professional needs. The program is interdisciplinary while, at the same time, discipline-focused, delegating ultimate advising/mentoring responsibilities to an advisor in each participant’s own discipline. The model is also highly scalable in terms of program size, complexity, budget, and personnel and promotes cross-institutional collaboration. We will present how the TPT model addresses our graduate students’ professional development needs through formal classroom teaching, faculty classroom and peer observations, teaching consultations, course design, informal discussions, center- and university-sponsored workshops, faculty and administrator interviews, peer partnerships, and reflective writings. We will provide initial evidence for the program’s success.

6 - Improving Undergraduate Research Experiences: The Merits of Training Mentors
Poster | Executive Summary

Author(s):  Christine Pfund, Janet Branchaw, Rae Rediske, Christine Maidl Pribbenow, Sarah Miller Lauffer, Jo Handelsman

University of Wisconsin - Madison 

Substantial resources are dedicated to providing undergraduates with mentored research experiences to increase interest and broaden participation in the sciences. The quality of these research experiences depends on effective mentoring, yet most mentors are not provided training. To fill this gap, we developed and evaluated a seminar, Entering Mentoring, to help mentors become more effective. Data collected from pre-faculty mentors and their undergraduate researchers show that the seminar enhances mentors’ relationships with both their undergraduate researchers and, unexpectedly, their faculty advisors. These results have implications for the design of undergraduate research experiences and training of current and future faculty.

19 - The Delta Program in Research, Teaching, and Learning
Poster | Executive Summary

Author(s):  Christine Pfund, Don Gillian-Daniels, Brian Manske, Christopher Carlson-Dakes, Tessa Lowinske Desmond, Rae Rediske, Kristyn Masters, Steve Ackerman, and Robert Mathieu

University of Wisconsin - Madison 

The University of Wisconsin-Madison is one home to the National Science Foundation (NSF) Center for the Integration of Research, Teaching, and Learning (CIRTL; www.cirtl.net). The mission of CIRTL is to develop a national faculty in science, technology, engineering and mathematics (STEM) with the knowledge and experience to forge successful professional careers that include implementing and advancing effective teaching and learning practices. The Delta Program in Research, Teaching, and Learning at UW-Madison (Delta; www.delta.wisc.edu) is the prototype program of CIRTL. The core of the Delta Program is a curriculum of graduate courses, intergenerational small-group programs, and internships embedded within an interdisciplinary learning community. Delta also offers a small number of targeted workshops and hosts monthly Roundtable Dinners. A certificate recognizes participant accomplishments within the Delta Program. Every facet of Delta is designed around a research model familiar to STEM researchers. For example, Delta courses are project-based, and require students to define a learning problem, understand their student audience, explore the literature for prior knowledge, hypothesize, design, and implement a solution, acquire and analyze data to measure learning outcomes, and revise their materials and approach based on their findings. Delta internships are “research assistantships” in teaching, in which a graduate student or post-doc partners with a faculty or academic staff member to address a learning problem. From September 2003 through April 2008 over 1,500 STEM participants engaged to varying degrees in the Delta Program. We will present a description of the Delta Program, its core tenets as well as evaluation data that have been collected across the program about participation, satisfaction, learning, application and impact. These data provide clear evidence of the success of Delta’s approach for future faculty professional development in teaching and learning.

24 - Learning-Through-Diversity: Utilizing Culturally Responsive Instruction to Enhance Learning
Poster | Executive Summary

Author(s):  Charita Ray-Blakely

Texas A&M University 

Recent efforts to increase diversity in the Science, Technology, Engineering and Math (STEM) disciplines necessitate the development of suitable curriculum for diverse students by teacher training programs. Unfortunately, the richness that diversity will bring to these academic areas will likely be coupled with a strain on teaching and learning; resulting from the mixing of diverse cultures. This cultural diversity or cultural disequilibrium, as stated by Bergeron (2008), requires teacher training programs to incorporate the aspect of culture into its curriculum in an effort to enhance teaching and learning. One approach to combating cultural disequilibrium is the enactment of a culturally responsive curriculum. A culturally responsive curriculum creates entry of diverse cultural norms into the classroom thereby narrowing the gap of misunderstanding caused by a mismatch between home and school. A culturally responsive curriculum promotes and allows for diversity in teaching methods versus uniformity promoted by traditional curricula. It validates students and enables them to maintain their self esteem; increasing the likelihood of academic success. As stated by Menchaca (2001), a culturally responsive curriculum is one that allows students to learn from a familiar cultural base through which individuals can connect new knowledge to their own experiences. Various culturally responsive instructional methods are available for use in the classroom to include the utilization of communication that is culturally and ethnically congruent, inquiry science, experiential stories and group research. Incorporation of such teaching techniques into teacher training programs will aid in the immersion of culturally responsive instruction into STEM classrooms; ultimately enhancing student learning. Enabling and allowing students to learn in a manner more fitting to their cultural norms and experiences enhances learning and content retention. Under the broad approach of learning through diversity, the enactment of a culturally responsive curriculum is an effective approach for learning gains.

50 - Graduate Student Scholarship in Teaching and Learning: Formative Assessment of a Graduate Teaching Academy
Poster | Executive Summary

Author(s):  Valerie Reiss, H. Daehnke, D. Finneran, M. Sagaram, and C. Singh

Texas A&M University 

Scholarship in the area of college teaching and learning is gaining increased attention and support through the efforts of organizations such as the Center for Integrating Research, Teaching, and Learning (CIRTL). The Graduate Teaching Academy (GTA) at Texas A&M University is a one-year program that seeks to support graduate students committed to careers involving college teaching and promote the scholarship of teaching and learning at the graduate level. This research group is composed of five GTA Fellows from diverse backgrounds and fields, who share an interest in exploring the prevailing teaching methods used at Texas A&M University and the role that graduate students play in supporting effective teaching methods. A mixed methods survey was developed to gather information on the backgrounds, experiences, attitudes, motivations, resources, and support systems of GTA participants. A preliminary investigation was conducted during the 2007-2008 academic year. Participants were surveyed in October/November 2007 and again in April/May 2008. In this year, approximately 175 graduate students attended one or more GTA events, with 80 of those students completing the one-year program. From this population, 42 GTA participants completed the pre-survey in the fall. Among the preliminary findings of the pre-survey was that most of participants are motivated to teach at the graduate level as preparation for a career that includes teaching in higher education, followed closely by an enjoyment of teaching. Additional findings from the pre- and post-surveys will be shared, along with reflections from members of the research group on how the project has evolved over the past year.

9 - Water You Thinking about Water?  An Engineering Project to Enhance Student Understanding of Drinking Water and Water Resources
Poster | Executive Summary

Author(s):  Jody Riskowski, Carrie Davis Todd

Purdue, Worcester State College 

A common goal for science education is to aid students in developing meaningful connections between science theories and concepts as well as to broaden their understanding of the everyday world. One proposed curriculum development is the incorporation of engineering modules into science classes. While there has been considerable research in constructing engineering projects and engaging students with real‐world applications and activities at the university level, there is a lack of understanding in the efficacy of these modules at the K‐12 level. Therefore, the purpose of this activity was two‐fold: 1) to engage middle‐school students with a real‐world application of water quality and resources and 2) to examine the learning affects of an engineering module. The student project was to design, build and test a portable drinking water apparatus. In conjunction with this project, students also participated in a study to assess the effectiveness of an engineering module (treatment group) compared to the more traditional lecture‐based class (control group). Student knowledge of water quality and resource issues was evaluated using a pre‐post assessment tool. Overall, students from the treatment group demonstrated higher levels of thinking with open‐ended questions and greater content knowledge compared to the control group. This project has implications for the effective teaching and learning of complex concepts through engineering design applications and inquiry‐based education. Our results support the inclusion of engineering modules in the middle school science curriculum.

39 - Preparing Future Leaders
Poster | Executive Summary

Author(s):  Rebecca Rufty

North Carolina State 

Graduate students and post-docs quickly find that their academic experience is about a lot more than books.  The Graduate School takes motivated, talented scholars and places them in a hands-on learning environment that emphasizes original research, scholarship, extension and engagement, real-world partnerships, teaching experiences, and mentoring provided by graduate faculty members. Preparing Future Leaders (PFL) is the Graduate School’s newest professional development initiative, comprising training and education in responsible conduct of research, professional development seminars, and programs that support teaching. By providing transferable skills, PFL helps prepare graduate students and post-docs to be competitive in the global market and readies them for fulfilling and successful professional lives after they earn their degrees.

46 - TAMU CIRTL: Integrating and Enhancing Existing Institutional Initiatives to Form an Inquiry-Based Pedagogical Model for Future Faculty Development
Poster | Executive Summary

Author(s):  Michelle Simms, Dr. Bruce Herbert, and Dr. Bob Webb

Texas A&M University 

At any large research intensive institution, there are often multiple initiatives contributing to the development of graduate students as future faculty. CIRTL at Texas A&M (TAMU) serves to network and enhance the activities of these existing programs. By utilizing existing resources and integrating CIRTL Network resources, a new model emerges grounded in a local context. Rooted in an institutional initiative to infuse inquiry into as many courses as feasible, TAMU CIRTL is working with the Center for Teaching Excellence and the student-led Graduate Teaching Academy (GTA) to provide graduate students with training in inquiry-based pedagogy to develop a knowledge base serving not only the graduate students’ future careers, but serving to develop a cohort of students who can partner with faculty to meet institutional goals serving undergraduate courses. These outcomes are achieved through a multi-tiered model of professional development. At the first level, graduate students participate in a year-long program through the GTA developing (1) knowledge in teaching and learning styles and concepts, (2) teaching philosophy and portfolio, and (3) service experience modeling future employers’ expectations for faculty. Expanding on the GTA experience, the second level develops student knowledge in inquire-based pedagogy. Level three provides participants with real-world experience by partnering with TAMU faculty to develop and implement inquiry-based courses meeting institutional Quality Enhancement Plan goals. Through this model, TAMU demonstrates the symbiotic relationship between developing future faculty and meeting current institutional needs.

29 - Building Bridges to Diversity: The Fisk-Vanderbilt Masters-to-PhD Bridge Program
Poster | Executive Summary

Author(s):  Keivan Stassun, Jedidah Isler

Vanderbilt University 

We present the Fisk-Vanderbilt Masters-to-PhD Bridge Program as a model for enhancing diversity in STEM disciplines through partnerships between Research Universities and Minority Serving Institutions. The aim of the Bridge program is to give students with undergraduate science or engineering degrees the preparation needed to earn a PhD in astronomy, physics, materials science, or biology. By completing a MS degree under the guidance of caring faculty mentors, students develop the strong academic foundation, research skills, and one-on-one mentoring relationships that will foster a successful transition to the PhD. The program is flexible and individualized to the goals and needs of each student. Courses are selected to address gaps in undergraduate preparation, and research experiences are provided that allow students to develop—and to demonstrate—their full scientific talent and potential. Since 2004, the program has attracted 31 students (all US citizens), 29 of them underrepresented minorities (60% female), with a retention rate of 97%. Bridge students are succeeding as indicated by multiple metrics, including prestigious graduate fellowships from NSF, NASA, and others. When the current Bridge students begin completing their PhD degrees in 2010-11, Vanderbilt will achieve the distinction of becoming the top research university to award PhDs to minorities in physics and astronomy. Already, Fisk has become the top producer of Black U.S. recipients of the MS degree in physics.

27 - Exploring the Structure and Development of Future Engineering Faculty’s Beliefs about Teaching
Poster | Executive Summary

Author(s):  Ana T. Torres-Ayala,

University of Southern Florida 

Teaching practice is influenced by each individual’s beliefs about teaching: how she thinks about teaching, knowledge, learning and the student-teacher interaction. There is abundant research exploring the beliefs about teaching of university faculty (Kane, Sandretto, & Heath, 2002; Kember, 1997; Samuelowicz & Bain, 2001), but the exploration of the beliefs of doctoral students – the future faculty – is scarce. This poster draws from the literature on educational research and psychology to illustrate the role of teaching beliefs in the process through which graduate students learn to teach. Factors that contribute to the development of beliefs about teaching (e.g. epistemological beliefs, cultural views, and discipline) are also highlighted. Previous studies of K-12 preservice teachers suggest that by the time students get to college their teaching beliefs are well established. These beliefs will remain unchanged without experiences that cause dissonance (Pajares, 1992, Wideen, Mayer-Smith, and Moon, 1998). Traditional graduate engineering education, however, typically does not create the type of dissonance that helps doctoral students develop advanced conceptions of teaching characteristic of effective faculty. Understanding the structure and development of beliefs about teaching of future engineering faculty will help: (1) faculty developers identify graduate students’ misconceptions about teaching and ways to effectively challenge these beliefs, and (2) program evaluators measure the effectiveness of future and new faculty development programs. Implications for faculty developers will be presented. Finally, gaps in our current understanding of future faculty’s beliefs about teaching will be highlighted. An agenda for future research of future engineering faculty’s beliefs about teaching will be outlined.

56 - Professional development for the graduate student mentors in the “arsenic project”
Poster | Executive Summary

Author(s): Julian Tyson

University of Massachusetts - Amherst

2 - Assessing the Effectiveness of Podcasts for Teaching Global Climate Change in the College Classroom
Poster | Executive Summary

Author(s):  Christine Vatovec, Teri Balser

University of Wisconsin - Madison 

At the University of Wisconsin-Madison, Environmental Studies 101: Forum on the Environment typically draws 150 to 250 students from more than 50 majors. Finding instructional materials to effectively help students of such diverse backgrounds relate to the often-foreign concepts in the environmental sciences can be a challenge. Podcasts have gained popularity as tools to better inform students, but little research has been done to determine their overall effectiveness at achieving desired learning goals. The objectives of this study were to 1) assess student preferences for using podcasts in course assignments, and 2) determine the effectiveness of podcasts in achieving course learning objectives. During spring 2007, 250 students enrolled in UW-Madison’s Environmental Studies 101 were assigned to listen to two podcasts on global climate change. Pre- and postassignment surveys were conducted to determine changes in student podcast preferences and knowledge regarding global climate change. Results suggest that students found podcasts to be a useful tool for learning (76%) and easy to use (86%). In addition, 84% of students reported that the podcasts in the course assignment increased their understanding of global climate change. Student learning objectives included having students understand that 1) popular media does not always portray climate change accurately, 2) scientific consensus suggests that climate change has been caused by human activity, and 3) climate change is having an effect on sea ice. In the pre-assignment survey, 16% of students agreed that the popular media portrays climate change accurately, compared to 28% in the post-assignment survey. The pre-assignment survey resulted in 88% of students agreeing that climate change has been caused by humans, compared to 94% of students in the postassignment survey. Finally, 95% of students in the post-assignment survey agreed that scientists have shown climate change is having a major impact on sea ice. These results suggest that podcasts can be a valuable tool for helping students understand certain issues in environmental studies courses, but the choice of podcasts in course assignments is very important as indicated by an overall increase in students beliefs in the accuracy of popular media with regard to climate change. The increasing availability of podcasts on environmental topics can provide tools in the college classroom, but educators must be clear with learning objectives when choosing podcasts for course assignments.

45 - A Teaching Assistant Orientation Program: Preparing Today’s Graduate Students to be Tomorrow’s Teachers
Poster | Executive Summary

Author(s):  Matthew Verleger, Juan Velasquez, and Joan Jurich

Purdue University

Graduate teaching assistants (TAs) are found throughout classrooms in nearly every discipline, yet often they have been given almost no pedagogical development beyond their personal student experiences. At Purdue University, graduate students have an opportunity to attend multiple pedagogical development workshops throughout the week before the start of the fall semester. In addition to sessions such as “Teaching in a Laboratory”, “Teaching in the American Classroom”, and “Teaching to Diversity”, there is also a one-day intensive session covering a wide spectrum of topics related to being a TA in today’s classroom. At Purdue, a needs assessment revealed that engineering TAs serve a fundamentally different role than those in non-STEM disciplines. Non-STEM TAs tend to have a larger course content development role focused on developing objectives, activities, and assessments. Additionally, engineering TAs must also focus on handling laboratory activities, grading complex engineering problems, and acting as a liaison between students and faculty. Recognizing these differences, in 2005, the one-day intensive session was divided into engineering and non-engineering sessions, with a common morning session and separate area-targeted afternoon break-out sessions. As a result of feedback from faculty and TAs from non-engineering STEM disciplines involved in the orientation, work is being done to expand the engineering session to include all STEM disciplines. The work presented in this poster describes the programs offered throughout the week, with an emphasis on the all-campus and engineering intensive program. It demonstrates, through attitudinal and follow-up surveys, that the separate engineering specific training program elicits a more positive reaction from engineering TAs towards their pedagogical development.

26 - The Effects of the CIRTL/Delta Program on STEM Undergraduate Education at the University of Wisconsin-Madison
Poster | Executive Summary

Author(s):  Norman Webb, Shihmei Barger, Paul Dillenburg, and Mark Connolly

University of Wisconsin - Madison 

This research investigated the beliefs and practices of STEM doctoral students, postdoctoral researchers, and faculty and staff at the University of Wisconsin-Madison regarding undergraduate teaching. In particular, the following research questions were addressed: (1) How is participation in Delta related to beliefs and practices as represented by the three CIRTL pillars? (2) How have the beliefs and practices changed over the duration of Delta (i.e., from 2004 to 2007)? (3) How are these changes in beliefs and practices related to institutional and/or background factors? Key findings include: (1) doctoral students and postdoctoral researchers who invested more time in Delta felt better prepared for undergraduate teaching than those who had no Delta experience; (2) faculty and staff who participated in Delta reported greater teaching self-efficacy than faculty and staff who did not participate; (3) doctoral students and postdoctoral researchers who participated in Delta felt significantly better prepared for various faculty roles and responsibilities than those without any Delta experience; and (4) since 2004, there has been little change in overall faculty/staff understanding of the CIRTL pillars and their perception of the teaching environment. These findings are based on two surveys, conducted in 2004 and 2007, of approximately 800 doctoral students, 120 postdoctoral researchers, and 500 faculty and staff.

33 - Sciences Teaching Club at Carnegie Mellon University
Poster | Executive Summary

Author(s):  Melissa Witzberger, Ken Hovis, Kristen Boise, V. Emily Stark

Carnegie Mellon University 

Graduate students in the Department of Biological Sciences at Carnegie Mellon University have recognized the need to gain both teaching experience and pedagogical understanding for success in future academic careers. We have formed the Sciences Teaching Club, which has expanded to include students in Chemistry, Physics, Math and Biomedical Engineering, to provide an avenue for students interested in teaching to gain pedagogical and experiential insight into teaching. Club meetings have included invited speakers from both liberal arts colleges and larger universities. Additionally, faculty members from Carnegie Mellon have met to discuss tenure-track position hiring and application processes. Club members are encouraged to attend a monthly seminar series at the Eberly Center for Teaching Excellence to provide interested students with documentation of their teaching endeavors that they can include in applications to tenure-track positions. This series focuses on expanding pedagogical knowledge and provides participants with an opportunity to discuss teaching experiences and techniques with students and faculty outside the sciences. In addition, student lecturing is observed and critiqued by experienced teaching faculty, providing a focused discussion on how to improve individual teaching styles. Moreover, the Sciences Teaching Club is working with an outreach program to provide tutoring to local high school students. The Sciences Teaching Club is the first club at Carnegie Mellon geared toward the professional development of graduate students interested in academic careers. It has grown to include multiple disciplines in the sciences and we hope that it will continue to act as a platform for graduate students on which to enhance their professional development.

15 - Developing a New Model for Graduate Student Professional Development Based on Scientific Teaching
Poster | Executive Summary

Author(s):  Sara A. Wyse, Diane Ebert-May

Michigan State University