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RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.com The state of graduate education • Graduate education has historically focused on preparation of future academics/scholars.[1, 2] • The reality today is that most science graduate students go on to non- academic careers.[3, 4] • As educators, it is our aim to equip every graduate student for success, inclusive of all career aspirations. • Need to focus our efforts on preparing a new type of scholar – one with a strong professional identity that they can carry into their career – rather than preparing a student for a specific type of career. • The Carnegie Initiative on the Doctorate asserts that graduate education should produce stewards of the discipline: people who “creatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application.”[2] The importance of professional identity • Professional identity is the “internalization of the norms of the profession into the individual’s self-image…[and] the acquisition of the specific competence in knowledge and skills, autonomy of judgment, and responsibility and commitment of the profession.”[5] • Components of a disciplinary identity are competences (knowledge), performances (ways of being/doing in a particular discipline), and recognition (internal/external).[6] • Professional identity formation requires one not only to learn the competences and performances related to that discipline, but also why the discipline is important, and how to use one’s expertise for the greater good. Disciplinary stewardship as a means to form professional identity • Graduate education should support the growth of “the personality, character, [and] habits of heart and mind.”[7] • More specifically, graduate education should allow students to consider how their disciplinary knowledge can solve real-world problems,[8] and serve a purpose that is larger than one’s career trajectory.[2] Introduction and Background The P 4 model The flowchart below illustrates the process of the interactions between graduate students (GSs) and teacher candidates (TCs). The P 4 model, continued After participating in P 4 , GSs reported positive impacts in the areas of identity, attitudes, and teaching insights, in addition to the predicted benefits of P 4 on GS teamwork and communication skills. Changes from iteration 1 (Sp16) to 2 (Sp17) We found that by adding the requirement of GCOLL 516 in Year 2 positively impacted the experience of the graduate students and the partnership overall. These impacts included: • The graduate students were able to dedicate more time to P 4 . → OUTCOME: Resulted in more refined lesson plans from the TCs. • GS had a much stronger focus on pedagogy and teaching as a result of activities related to GCOLL 516. → OUTCOME: GS lessons for TCs were much more active and engaging as compared to those in Year 1, which relied more heavily on lecture. • GS were engaged in the full cycle of the teaching experience (after teaching lesson to TCs, they met more often with the TCs, reviewed the TCs’ lesson plans, and observed the TCs practicing the lesson). → OUTCOME: GS saw teaching as more of an iterative process than a one-time event. • As a result of taking GCOLL 516, GSs’ reflections were much richer; they were better able to analyze what they struggled with in the project. → OUTCOME: the addition of GCOLL 516 to P 4 afforded the students the chance to develop metacognitive awareness. Findings Benefits to graduate students’ skills Next steps Fall 2017: • Submitted NSF Innovations in Graduate Education to expand project to other STEM disciplines. Spring 2018: • Collect additional data focused on development of graduate students’ professional identities. • Interviewing research advisors about impact of P 4 on GSs’ skills. • Streamlining GCOLL 516 to increase its appeal to GS and advisors. Beyond Spring 2018: • Addressing the following additional research questions: References 1. Porter & Phelps, Canadian Journal of Higher Education 44, 54–67 (2014) 2. Golde, Envisioning the future of doctoral education: Preparing stewards of the discipline (2006): Jossey-Bass, San Francisco, CA 3. “Biomedical research workforce working group report” National Institutes of Health 1–156 (2012) 4. Denecke, Feaster, & Stone, (2017): Council of Graduate Schools, Washington, DC 5. Bragg, ERIC/Higher Education Research Report No. 7 ED132909, 1–54 (1976) 6. Carlone & Johnson, Journal of Research in Science Teaching 44, 1187–1218 (2007) 7. Elkana, Envisioning the future of doctoral education: Preparing stewards of the discipline (2006): Jossey-Bass, San Francisco, CA 8. O’Meara & Jaeger, Journal of Higher Education Outreach and Engagement 11, 3–26 (2006) 9. Czujko & Anderson, American Institute of Physics Statistical Research Center Reports 1–60 (2015) 10. Bybee et al. Office of Science Education and National Institutes of Health Report 1–232 (2006) • The Physics and Preservice Teacher Physics Project (P 4 ) was created in 2016 in response to research findings that describe soft skills science graduates typically need to be successful, including: o working in a team. o working with others from non-science professions. o communicating technical information to a non-technical audience. o teaching/training others.[9] • Graduate students in PHYS 515 have the chance to: o Observe faculty member using 5E, an inquiry learning model.[10] o Work with teacher candidates to teach them a physics concept and support their development of a lesson around that topic. o Engage in other readings and workshops about topics in pedagogy. o Develop reflective skills through course activities. • Courses involved: Participants • Spring of 2016: four graduate students (three female, one male). • Spring of 2017: two graduate (one female, one male) – low numbers due to addition of GCOLL 516 without communicating about benefits of the project to advisors of graduate students. Departments of 1 Curriculum, Instruction, and Foundational Studies, 2 Materials Science and Engineering, and 3 Physics Julianne Wenner 1 , Megan Frary 2 , and Paul Simmonds 2,3 P 4 : Physics and Preservice Teacher Partnership Project Elementary topic identified GSs meet with instructors GS create lessons, receive feedback GSs teach TCs TCs construct lessons for elementary students and receive feedback TCs teach lessons to elementary students Participation in P 4 Identity Attitudes Insights about teaching Identity as an expert (combatting imposter syndrome) Developing the ability to clearly communicate to nontechnical audiences is important Elementary teachers are not provided comprehensive training in science Identity as someone who can teach / communicate Teaching and being a teacher is rigorous work Collaborating with educators is mutually beneficial GCOLL 516: Explorations of Pedagogy (Frary) PHYS 515: Solid State Physics (Simmonds) ED-CIFS 333: Elementary Science Methods (Wenner) Methods Data collection, Spring 2016 Teacher candidates (N = 11): • Completed surveys about their graduate student partners. • Questions included topics such as how often they met, how helpful the instruction was, how helpful the feedback from the GSs was, and what could be done to improve the collaboration. • Interviewed to follow up on their responses to the surveys. Graduate students (N = 4): • Wrote reflections about their experiences working with the TCs, whether or not they believed their content knowledge was impacted, and what could be done to improve the collaboration. • Interviewed to follow up on their responses. Data collection, Spring 2017 Teacher candidates (N=12): • Took the same survey as the previous year to triangulate responses from the GSs’ surveys. Graduate students (N=2), partly via GCOLL 516, completed: • A reflection on their meeting with the first and third author to discuss the content and plan their instruction for the TCs. • A reflection on their three meetings with the TCs. • A reflection on their observation of ED-CIFS 333 5E class with the TCs. • An end-of-semester reflection on what have they have learned and how they had grown educationally and professionally in terms of topics related to their GCOLL 516 experiences. • GSs also completed a survey in 2017 that combined questions from the previous year’s written reflection and questions from the TCs’ survey. “Being able to plainly say what I’ve learned is a lot more challenging than I thought it would be. But that also reinforces what I’ve learned. So it helps. Going through the process of putting all of this knowledge into plain language is a very good process.” “Taking GCOLL was definitely a lot of extra work, but when I got to visit the elementary school and see the lessons I thought, "This is way better than writing a term paper." P 4 gave me the opportunity to learn about teaching, and I'm going to take the experience with me moving forward (I would probably have forgotten what I researched in the term paper as soon as the semester ended.).” “I definitely would recommend future students to take part in this. Even if they are not interested in teaching, it will at the very least improve them as communicators. They will have to learn how to break down material so that even those with no background in the science will be able to understand it.” “I think it gives a glimpse of viewing it from the outside perspective of how other people view what we do and how to communicate what we do to those who aren’t entrenched in this kind of scientific concept. ... Perspective is good because if we don’t have the perspective, then we can’t work out our own problems.” In what ways do impacts on the graduate student participants vary depending on their attributes, for example discipline, academic level, planned career path, and demographic background? In what ways does participation affect the attitude/outlook of the graduate students’ faculty advisors? In what ways does participation affect development of graduate student professional identity? In what ways does the context of the academic discipline and departmental setting impact design decisions and hence scalability and transferability? Acknowledgements This work was supported by the National Science Foundation under NSF CAREER Grant No. 1555270, and the WIDER PERSIST project at Boise State University (NSF award DUE-1347830).

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Page 1: P4: Physics and Preservice Teacher Partnership Project · P4: Physics and Preservice Teacher Partnership Project Elementary topic identified GSs meet with instructors GS create lessons,

RESEARCH POSTER PRESENTATION DESIGN © 2012

www.PosterPresentations.com

Thestateofgraduateeducation• Graduateeducationhashistoricallyfocusedonpreparationoffuture

academics/scholars.[1,2]• Therealitytodayisthatmostsciencegraduatestudentsgoontonon-

academiccareers.[3,4]• Aseducators,itisouraimtoequipeverygraduatestudentforsuccess,

inclusiveofallcareeraspirations.• Needtofocusoureffortsonpreparinganewtypeofscholar– onewith

astrongprofessionalidentitythattheycancarryintotheircareer–ratherthanpreparingastudentforaspecifictypeofcareer.

• TheCarnegieInitiativeontheDoctorateassertsthatgraduateeducationshouldproducestewardsofthediscipline:peoplewho“creativelygeneratenewknowledge,criticallyconservevaluableandusefulideas,andresponsiblytransformthoseunderstandingsthroughwriting,teaching,andapplication.”[2]

Theimportanceofprofessionalidentity• Professionalidentityisthe“internalizationofthenormsofthe

professionintotheindividual’sself-image…[and]theacquisitionofthespecificcompetenceinknowledgeandskills,autonomyofjudgment,andresponsibilityandcommitmentoftheprofession.”[5]

• Componentsofadisciplinaryidentityarecompetences(knowledge),performances(waysofbeing/doinginaparticulardiscipline),andrecognition(internal/external).[6]

• Professionalidentityformationrequiresonenotonlytolearnthecompetencesandperformancesrelatedtothatdiscipline,butalsowhythedisciplineisimportant,andhowtouseone’sexpertiseforthegreatergood.

Disciplinarystewardshipasameanstoformprofessionalidentity• Graduateeducationshouldsupportthegrowthof“thepersonality,

character,[and]habitsofheartandmind.”[7]• Morespecifically,graduateeducationshouldallowstudentstoconsider

howtheirdisciplinaryknowledgecansolvereal-worldproblems,[8]andserveapurposethatislargerthanone’scareertrajectory.[2]

IntroductionandBackground

TheP4 model

Theflowchartbelowillustratestheprocessoftheinteractionsbetweengraduatestudents(GSs)andteachercandidates(TCs).

TheP4 model,continued

AfterparticipatinginP4,GSsreportedpositiveimpactsintheareasofidentity,attitudes,andteachinginsights,inadditiontothepredictedbenefitsofP4 onGSteamworkandcommunicationskills.

Changesfromiteration1(Sp16)to2(Sp17)WefoundthatbyaddingtherequirementofGCOLL516inYear2positivelyimpactedtheexperienceofthegraduatestudentsandthepartnershipoverall.Theseimpactsincluded:• ThegraduatestudentswereabletodedicatemoretimetoP4.

→OUTCOME:ResultedinmorerefinedlessonplansfromtheTCs.• GShadamuchstrongerfocusonpedagogyandteachingasaresultof

activitiesrelatedtoGCOLL516.→OUTCOME:GSlessonsforTCsweremuchmoreactiveandengaging

ascomparedtothoseinYear1,whichreliedmoreheavilyonlecture.• GSwereengagedinthefullcycleoftheteachingexperience(after

teachinglessontoTCs,theymetmoreoftenwiththeTCs,reviewedtheTCs’lessonplans,andobservedtheTCspracticingthelesson).→OUTCOME:GSsawteachingasmoreofaniterativeprocessthana

one-timeevent.• AsaresultoftakingGCOLL516,GSs’reflectionsweremuchricher;they

werebetterabletoanalyzewhattheystruggledwithintheproject.→OUTCOME:theadditionofGCOLL516toP4 affordedthestudents

thechancetodevelopmetacognitiveawareness.

Findings Benefitstograduatestudents’skills

NextstepsFall2017:• SubmittedNSFInnovationsinGraduateEducationtoexpandprojectto

otherSTEMdisciplines.Spring2018:• Collectadditionaldatafocusedondevelopmentofgraduatestudents’

professionalidentities.• InterviewingresearchadvisorsaboutimpactofP4 onGSs’skills.• StreamliningGCOLL516toincreaseitsappealtoGSandadvisors.BeyondSpring2018:• Addressingthefollowingadditionalresearchquestions:

References1.Porter&Phelps,CanadianJournalofHigherEducation 44,54–67(2014)2.Golde,Envisioningthefutureofdoctoraleducation:Preparingstewardsofthediscipline(2006):Jossey-Bass,SanFrancisco,CA3.“Biomedicalresearchworkforceworkinggroupreport”NationalInstitutesofHealth 1–156(2012)4.Denecke,Feaster,&Stone,(2017):CouncilofGraduateSchools,Washington,DC5.Bragg,ERIC/HigherEducationResearchReportNo.7 ED132909,1–54(1976)6.Carlone&Johnson,JournalofResearchinScienceTeaching 44,1187–1218(2007)7.Elkana,Envisioningthefutureofdoctoraleducation:Preparingstewardsofthediscipline(2006):Jossey-Bass,SanFrancisco,CA8.O’Meara&Jaeger,JournalofHigherEducationOutreachandEngagement 11,3–26(2006)9.Czujko&Anderson,AmericanInstituteofPhysicsStatisticalResearchCenterReports1–60(2015)10.Bybeeetal.OfficeofScienceEducationandNationalInstitutesofHealthReport 1–232(2006)

• ThePhysicsandPreserviceTeacherPhysicsProject(P4)wascreatedin2016inresponsetoresearchfindingsthatdescribesoftskillssciencegraduatestypicallyneedtobesuccessful,including:o workinginateam.o workingwithothersfromnon-scienceprofessions.o communicatingtechnicalinformationtoanon-technicalaudience.o teaching/trainingothers.[9]

• GraduatestudentsinPHYS515havethechanceto:o Observefacultymemberusing5E,aninquirylearningmodel.[10]o Workwithteachercandidatestoteachthemaphysicsconceptand

supporttheirdevelopmentofalessonaroundthattopic.o Engageinotherreadingsandworkshopsabouttopicsinpedagogy.o Developreflectiveskillsthroughcourseactivities.

• Coursesinvolved:

Participants• Springof2016:fourgraduatestudents(threefemale,onemale).• Springof2017:twograduate(onefemale,onemale)– lownumbers

duetoadditionofGCOLL516withoutcommunicatingaboutbenefitsoftheprojecttoadvisorsofgraduatestudents.

Departmentsof1Curriculum,Instruction,andFoundationalStudies,2MaterialsScienceandEngineering,and3PhysicsJulianneWenner1,MeganFrary2,andPaulSimmonds2,3

P4:PhysicsandPreserviceTeacherPartnershipProject

Elementarytopicidentified

GSsmeetwithinstructors

GScreatelessons,receivefeedback

GSsteachTCs

TCsconstructlessonsforelementarystudentsandreceivefeedback

TCsteachlessonstoelementarystudents

ParticipationinP4

Identity

Attitudes

Insightsaboutteaching

Identityasanexpert(combattingimpostersyndrome)

Developingtheabilitytoclearlycommunicatetonontechnicalaudiencesisimportant

Elementaryteachersarenotprovidedcomprehensivetraininginscience

Identityassomeonewhocanteach/communicate

Teachingandbeingateacherisrigorouswork

Collaboratingwitheducatorsismutuallybeneficial

GCOLL516:ExplorationsofPedagogy

(Frary)

PHYS515:SolidStatePhysics

(Simmonds)

ED-CIFS333:Elementary

ScienceMethods(Wenner)

MethodsDatacollection,Spring2016Teachercandidates (N=11):• Completedsurveysabouttheirgraduatestudentpartners.• Questionsincludedtopicssuchashowoftentheymet,howhelpfulthe

instructionwas,howhelpfulthefeedbackfromtheGSswas,andwhatcouldbedonetoimprovethecollaboration.

• Interviewedtofollowupontheirresponsestothesurveys.Graduatestudents (N=4):• WrotereflectionsabouttheirexperiencesworkingwiththeTCs,

whetherornottheybelievedtheircontentknowledgewasimpacted,andwhatcouldbedonetoimprovethecollaboration.

• Interviewedtofollowupontheirresponses.

Datacollection,Spring2017Teachercandidates (N=12):• Tookthesamesurveyasthepreviousyeartotriangulateresponses

fromtheGSs’surveys.Graduatestudents (N=2),partlyviaGCOLL516,completed:• Areflectionontheirmeetingwiththefirstandthirdauthortodiscuss

thecontentandplantheirinstructionfortheTCs.• AreflectionontheirthreemeetingswiththeTCs.• AreflectionontheirobservationofED-CIFS3335EclasswiththeTCs.• Anend-of-semesterreflectiononwhathavetheyhavelearnedand

howtheyhadgrowneducationallyandprofessionallyintermsoftopicsrelatedtotheirGCOLL516experiences.

• GSsalsocompletedasurveyin2017thatcombinedquestionsfromthepreviousyear’swrittenreflectionandquestionsfromtheTCs’survey.

“BeingabletoplainlysaywhatI’velearnedisalotmorechallengingthanIthoughtitwouldbe.ButthatalsoreinforceswhatI’velearned.Soithelps.Goingthroughtheprocessofputtingallof

thisknowledgeintoplainlanguageisaverygoodprocess.”

“TakingGCOLLwasdefinitelyalotofextrawork,butwhenIgottovisittheelementaryschoolandseethelessonsIthought,"Thisiswaybetterthanwritingatermpaper."P4 gavemetheopportunitytolearnaboutteaching,andI'mgoingtotaketheexperiencewith

memovingforward (IwouldprobablyhaveforgottenwhatIresearchedinthetermpaperassoonasthesemesterended.).”

“Idefinitelywouldrecommendfuturestudentstotakepartinthis.Eveniftheyarenotinterestedinteaching,itwillattheveryleastimprovethemascommunicators.Theywillhavetolearnhowtobreakdownmaterialsothateventhosewithnobackgroundinthe

sciencewillbeabletounderstandit.”

“Ithinkitgivesaglimpseofviewingitfromtheoutsideperspectiveofhowotherpeopleviewwhatwedoandhowtocommunicate

whatwedotothosewhoaren’tentrenchedinthiskindofscientificconcept. ...Perspectiveisgoodbecauseifwedon’thave

theperspective,thenwecan’tworkoutourownproblems.”

Inwhatwaysdoimpactsonthegraduatestudentparticipantsvarydependingontheirattributes,forexamplediscipline,academiclevel,plannedcareerpath,anddemographic

background?

Inwhatwaysdoesparticipationaffecttheattitude/outlookofthe

graduatestudents’facultyadvisors?

Inwhatwaysdoesparticipationaffectdevelopmentofgraduatestudent

professionalidentity?

Inwhatwaysdoesthecontextoftheacademicdisciplineanddepartmentalsettingimpactdesigndecisionsandhencescalabilityandtransferability?

AcknowledgementsThisworkwassupportedbytheNationalScienceFoundationunderNSFCAREERGrantNo.1555270,andtheWIDERPERSISTprojectatBoiseStateUniversity(NSFawardDUE-1347830).

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