School of Graduate Studies Pedagogy Workshop Please Navigate to the link - PowerPoint Presentation

School of Graduate Studies Pedagogy Workshop Please Navigate to the link https://und.qualtrics.com/SGS2018Survey If that doesn’t work… let us know, and we will get you a QR code (on the last slide) And answer the first series of questions that asks about your background and present position at UND

Take a look at a recent job posting: https://chroniclevitae.com/jobs/0000382526-01Key Phrase “ Successful candidates will be productive scholar-teachers, with a commitment to research and publication as well as a record of excellent teaching. Evidence of research productivity beyond the dissertation is desirable .”Typical faculty appointments contain a set teaching component and most PhD’s rely on their GTA experience to round out that part of their application Overview

We want you to be supported as you progress through graduate school and toward a professional career. Supported Formalized based on what is known in the primary literature Document and demonstrate that you are excellent at one of the “3 legs” of academia You will, in turn, have a high impact on the students here at UND Overview

Content Security – No link, get guidelines from your facultyFERPA – (Privacy of Education records) https://und.edu/academics/registrar/ferpa.cfm Harassment/ Discriminationhttps://und.edu/affirmative-action/harassment.cfmPolicies and Procedures (General) https://und.edu/academics/center-for-instructional-and-learning-technologies/about-us/policies-procedures.cfm Training and Support http://und.edu/finance-operations/policy-office/a-z-index.cfm

Professionalism – General guidelines usually within departments based on professional organizationsSafety General - http://und.edu/public-safety/training.cfmFire - http://und.edu/centers/children-and-family-services-training-center/online-training/fire-safety-training.cfmCampus - https://und.edu/public-safety/Safe Campus - https://und.edu/public-safety/resources/safe-colleges.cfm Title IX – Sexual violence and harassment http://und.edu/affirmative-action/title-ix/ Training and Support http://und.edu/finance-operations/policy-office/a-z-index.cfm

FERPA – Privacy of Education Helicopter Parents and Group DiscussionsHarassment and Discrimination Don’t touch the money, Don’t touch the kids ProfessionalismKnow discipline specific standards, and seek to exceed themTitle IX – Sexual violence and HarassmentIgnoring something and hoping it goes away or gets better is almost always the worst option Some insight from our experience Chris Dave Be careful about discussing students. Avoid referring to them in emails or on social media. Take their privacy seriously, just as you would what your own taken seriously! Build a community. Hopefully you can find this (or more!) in your own department, but look far and wide for mentors and peers. Beware of social media. It’s good to build relationships with students, but you are not their friend.

Some insight from our experience Three options you have for help if/when you need it : 1) UND Counseling Center Mcannel Hall 200, 701-777-2127 2) Office of Student Rights and Responsibilities Memorial Union 300, 701-777-2664 3) Ask us – Chris Felege , 701-777-6419, Dave Haeselin 7-4344

Access to education, and financial benefits Chapin, Wiggins, Martin-Morris, 2016 Drane , 2014CommunicationDeBeck et al. 2010, DeBeck and Demaree, 2011Content knowledge Most work related to this topic! Critical thinking Quitadamo et al. 2009 Benefits of GTAing to GTAs Management experience and time-management skills Assessment, Communication Marbach -Ad, 2012, Patitsas , 2012 Responsibility Weidert et al. 2012 Testing out academia as a potential career Teaching strategies Chapin, Wiggins, Martin-Morris, 20016, Drane 2014, Marbach -Ad et al., 2012

Approachability! GTAs are more approachable than faculty, creating the perception of a more available resource, even if their knowledge base isn’t “perfect” Chapin, Wiggins, Martin-Morris, 2016, Kendall and Schussler, 2012Increased success, as measured by attitude, grades, perceptions, retention, and satisfactionUsually higher effect sizes for women and minoritiesPhilipp et al. 2016, Chan and Bauer, 2015, Drane, 2014, Kendall and Schussler , 2012 and Singh 2009 Role models for students – “Proxy Model” or “Community of Practice” Philipp et al. 2016, Kendall and Schussler , 2012 Benefits of GTAs to Students

Feedback from students that we might not normally get because of your approachability GTAs act like a bridge between undergrads and faculty Mentorship as part of your Graduate Education experience Preparation because we now have two sets of eyes to look things over, and twice the feedback – plus we need to be ready to meet with you guys ahead of timeLess “just-in-time-teaching”Chapin, Wiggins, and Martin-Morris, 2016, Philipp et al. 2016, and Kendall and Schussler, 2012, Marbach -Ad et al. 2012 Benefits of GTAs to Faculty

Confidence challenges with knowledge and skill sets WHY or HOW we know what we do, is DIFFERENT than how you teach someone else those same things. Imposter’s Syndrome*** Conflict of interestsStudent-student, student –TA, student-instructor, and TA-instructor interactions ALL pose potential for conflictGradingFairness in subjectivity?Limited Preparation - Teaching can be tough!Time management and other responsibilities create multiple competing interestsResponsibilities Chapin et al. 2016, Wheeler et al. 2015, Weidert et al. 2012 Typical Frustrations Experienced by GTAs

If you don’t have experience, is there anything that you would be willing to share about something that keeps you up at night, or makes you get the sweats/shakes in front of a class? Any tales from the first week you might want to share? Those with experience, is there anything you could add?

Goals Formalize how and why GTAs can help studentsProvide you with tools to help yourselves through areas that TAs are known to struggle with Provide a model for understanding different dimensions this help can occur in, and characteristics or indicators of such support ObjectivesWe want you to identify at least one challenge that is likely to confront your students based on the syllabus you will be working fromWe want you to leave with at least one new tactic for supporting students that aligns with the syllabus you will be working fromWe want you to leave with an understanding of when you should seek support for a situation with a student, and identify who is appropriate to contact in such cases We want you to demonstrate your ability to navigate balancing your syllabus and a situation or scenario that is not going well Our Goals and Objectives Moving Forward

Approachability is key, and will help everything else on the list below Communicate clearlyEmphasize fairness Maintain your professional bearing Try to build a partnership and avoid power struggles NO MATTER WHAT…

Good Teaching Seems SO easy…

This is where we will pick up when you get back. Take a 10 minute break!! But how can we DO that? And how do we know WHICH of those to do?!?

Please get back into your Qualtrics survey. https://und.qualtrics.com/SGS2018Survey

We would like groups of 3-ish 1 experienced GTA1 GTA with little experience Work together with departmental people if you can, because we want to encourage you having someone you can bounce ideas off of or share frustrations with in your department – we are trying to help foster that community that is so important You will start with 15 minutes to fill out information individually – Qualtrics Questions 1, 2, and 3.1, 3.2, and 3.3We will then provide you time to share those thoughts, and address how you will confront these challengesSEE NEXT SLIDE Groups

Note the following (1) Identify one topic you anticipate challenges with (2) Why do you think this will be a challenge? (3.1, 3.2, and 3.3) Formalize your thinking based on the 2013 Allen model by identifying potential challenges in all 3 areas INDIVIDUALLY - Identify at least one challenge that is likely to confront your students based on the syllabus you will be working from Qualtrics 1, 2, and 3.1, 3.2, and 3.3

Please share with your group We will try to facilitate as we move around and talk with you. Once done individually…

Emotional Support Things go on outside the classroom, totally unrelated to the content or subject, that affect you. This is a reality of teaching. Students bring baggage into the classroom (science-phobic, math-phobic, writing-phobic, and intimidated by authority).It can be TERRIFYING to “put yourself out there” for you OR your students. ALL of these and others can and will affect how students try to master the content, knowledge, skills, and/or abilities you are trying to impart. Lets talk a bit about this… Points to reflect on

Organizational Support Students are (hopefully) striving to master a set of knowledge, skills, and abilities. How do you help them do this? You know all this “ stuff”…how did you come to know, why do you value it, and how can you structure your knowledge in a way that can be communicated to another human being?Consistency is keyIf your students struggle with “what to do” or “how to do it”, focusing on content mastery may become secondary Lets talk a bit about this… Points to reflect on

Instructional Support As a GTA, you are in a unique position; you are a content expert in the eyes of your students (even if you don’t always feel like it). Be aware of what you know, AND what you don’t know Communicate bothMASTER some phrases that allow you time to think on your feet“That’s a great question, how would you go about finding the answer”?“Interesting…tell me more…”“I’ve never thought of it that way, can I get back to you?” Tips, talk less, listen more Get your STUDENTS talking, doing, and practicing. This takes time and effort and practice! Lets talk a bit about this… Points to reflect on

…By answering Questions 4.1, 4.2, and 4.3 in the Qualtrics stuff now. Please take some time to give us some of your thoughts…

WE FIRMLY believe that 90% of good teaching is recognizing a good idea and stealing it! The other 10% is adapting it to fit your needs! Within your group, discuss a strategy that someone once used to help you LEARN something.Select the BEST or most unique one. We may ask you to share this. If that gets taken by another group, have a backup! We want you to leave with at least one new tactic for supporting students that aligns with the syllabus you will be working from

We recommend a faculty mentor, and regular meetings with them. Peers are great to bounce ideas off of too! If your “Spidey-senses” tingle, take note of it – PAY ATTENTION. Document EVERYTHINGA (teaching) journal can be invaluable, for a number of reasonsWhat worked, and what didn’t?Personal reflection and refinement of values and assumptionsDocumentation later if there are disputes about grades or other issues We want you to leave with an understanding of when you should seek support for a situation with a student, and identify who is appropriate to contact in such cases SEE NEXT SLIDE

We want you to leave with an understanding of when you should seek support for a situation with a student, and identify who is appropriate to contact in such cases CONT Can the syllabus help? Can your professor/supervisor help? Can University or institutional support help? If so, who and which ones? Can a mentor help? Can a peer help? Can the scholarship help?

As a group, we would like you to select ONE of the following 5 scenarios, and outline how you would handle it. Focus on the “what-ifs”, there are not “right” and “wrong” answers, these are meant to help you think through scenarios that GTAs and instructors encounter and have to manage. This is very much like a decision tree. Play “skeptic” and “Devils Advocate” with each other. Share what works and doesn’t based on things you have seen. Think about how you would respond if the situation or role was reversed. We want you to demonstrate your ability to navigate balancing your syllabus and a situation or scenario that is not going well

A student who is usually bubbly, talkative, and engaged in class suddenly becomes withdrawn and introverted. Over a span of two weeks they have suddenly missed more classes than they have attended. When present they are not engaged, and seldom even makes eye contact. In every way they seem disengaged, dis-interested, and often even off-task. You notice that they have almost completely stopped talking with anyone around them, and the quality of their work has slipped tremendously. What do you do, and WHY? How do go about accomplishing this? Is this different for a male or female student?Does it matter if they are a historically “good”, “poor” or “mediocre” student? Scenario 1: You find yourself in the following situation…what do you do?

You have an individual in class who has one of the most winning personalities you have ever met. They are always present, they are always engaged, they are the first person to help anyone around them, they are always quick to lighten the class when things are tense, and if have trouble getting a dialogue going to probe understanding or start a class discussion, you can always count on them to help you out. However, two exams into the semester, this student, who clearly seems to grasp the material, hasn’t passed on yet. What do you do, and how do you do it? What do you do, and WHY? How do go about accomplishing this? Is this different for a male or female student?Does it matter if they are a historically “good”, “poor” or “mediocre” student? Scenario 2: You find yourself in the following situation…what do you do?

You are TAing for a course that is required for a student’s major, but not in their specific field of study. This student expresses a low opinion of the class content, its necessity to their future, the work you require them to do and the knowledge you expect them to gather. The student does poorly on their first exam and blames the professor, you and/or the design of the course for not holding their interest. What do you do? Why? What’s your backup plan? Does it matter if they are a historically “good”, “poor” or “mediocre” student?Scenario 3: You find yourself in the following situation…what do you do?

The semester didn’t get off to quite the start you had hoped. You have learned that there are a few more duties to your job than expected, and less support than was perhaps implied. Technology issues are rubbing on your last nerve like a grain of sand in a boot with a blister. You are trying to balance your teaching duties with your responsibilities to your department, but it just feels like things aren’t going well, and your professor hasn’t said anything, but you sense what seems like a little disappointment. You know you could do any of these things well, but inefficiencies coupled with multiple tasks seem to conspire against you. You have a class/lab section that seems a bit stand-offish, and one day you just snap at them when they drag their feet and present an abundance of apathy. To be fair, your intentions are good in that you want to spur the students into action and engagement, but the reception end subsequent response is just the opposite. Class atmosphere almost immediately becomes almost adversarial. Scenario 4: You find yourself in the following situation…what do you do?

What do you do, and WHY? How do go about accomplishing this?Is this different for a male or female student? Does it matter if they are a historically “good”, “poor” or “mediocre” student? Scenario 4:

A student does poorly on the first test/assessment. You reach out to them and they decline additional help. In class/recitation they appear tuned out and distracted. Somehow, they scores better on the next assessment, so much better that you suspect something fishy is going on. What do you do? Why? What’s your backup plan? Is it different if they are majoring in your field or not? Scenario 5: You find yourself in the following situation…what do you do?

Fill out the last part of the Qualtrics Survey, (5.1, 5.2, and 5.3, along with the last 2 questions about the workshop. CONSTRUCTIVE criticism is the most helpful, and really, truly is, GREATLY appreciated! Please…

Chris – Learning how to approach a student, and how I did it “wrong” early on Dave – Addressing an individual student in a way that made them feel singled outChris – Monitoring my own emotions and stress so that I can respond appropriately, or address something that went not-so-wellDave – Taking a side, and resultant “favoritism”? – The Law of Unintended ConsequencesBoth – STILL working on USEFUL ways to disagree with students and still build “trust”Experience, that thing you always get right after you need it… We ALL make mistakes, forgive yourself Things we did wrong, and how we handled it…and what you can (maybe) learn from our mistakes

THANK YOU for your time and your thoughts, and for sharing whatever you are willing to! If you need anything, feel free to contact us! Conclusion

We will be sending a follow-up to you at roughly mid-term and the end of the semester To earn a certificate acknowledging your accomplishment in completing the UND SGS Pedagogy workshop, please be on the look out and fill this out for us. THANK YOU! Follow-up

QR Code for 2018 survey in case we need it