Preparing Doctoral Students to Teach
Preparing Doctoral Students to Teach
Janelle Heineke
Director, Center For Excellence and Innovation in Teaching
This varies by program. Could be to prepare students for:
•
Pure research roles.
•
Advanced practice.
•
Careers in academia.
BU Doctoral Programs: Primary Goal
•
To be successful in academia, graduates must be prepared to be:
•
Excellent researchers.
•
Strong teachers.
•
Good colleagues
•
In their own schools/universities.
•
In their professional fields.
•
Our programs focus on the content – which focuses on preparation
for the research role.
•
We also need to prepare students for the other dimensions –
including teaching.
Preparing for Academic Careers
Around BU
Semester 1
•
Interview a strong teacher in your department.
•
Ask about:
•
What is challenging.
•
What is rewarding,
•
How the instructor became so strong in the classroom.
•
Tips he/she may offer about teaching.
•
Write a summary of what you learned.
Semester 2
•
Observe a teacher in your department in the classroom.
•
Write a summary of what you observed about the process.
Preparing for Academic Careers: One Model (SMG)
Semester 3 or 4
•
Take the role of Teaching Assistant.
•
Arrange with the instructor of record to have you present some topic
or lead a discussion at least once during the semester.
•
Write a summary of:
•
How you prepared.
•
How the sessions went.
•
What you learned.
OR
•
Interview a strong instructor outside your department.
•
Prepare a summary of what you learned.
Preparing for Academic Careers: One Model (SMG)
Semester 4
•
Participate in the doctoral seminar on dissemination of knowledge,
which will include some content on teaching.
Preparing for Academic Careers: One Model (SMG)
Years 3 and 4
•
Teach a course or discussion section as instructor of record.
•
Arrange to have at least one session videotaped. Review with
instructor as a follow-up to the doctoral seminar.
•
Redo videotaping and feedback until the video is ready to post as part
of the e-Portfolio.
Preparing for Academic Careers: One Model (SMG)
Throughout the Program
Maintain an e-Portfolio tracking your scholarly work and teaching as part
of your package to provide to prospective employers.
Preparing for Academic Careers: One Model (SMG)
Overview of Teaching Content
Know thyself. What’s important to you?
•
At work?
•
Research?
•
Teaching?
•
Making things happen?
•
In other aspects of your life?
If you know yourself, you can find the position that fits
you in a school that emphasizes what you care about.
Finding Balance: First Step
Research/scholarly activity:
•
How this is defined varies.
•
Journal publications.
•
Books, chapters, other publications.
•
Presentations.
•
Involvement in professional societies.
•
Both quantity and quality matter.
•
Seems to be increasingly important in all schools.
Finding Balance: Second Step
Teaching:
•
Student evaluation of teaching.
•
Variety of courses taught.
•
Contribution to course development/pedagogy.
•
Student advising.
May also include:
•
Casewriting.
•
Materials development.
Finding Balance: Second Step
(continued)
Service:
•
To the institution.
•
Contribution to department’s/school’s/
university’s activities.
•
Committee work.
•
Program development/management.
•
To the Profession.
•
Involvement in professional societies.
•
Journal reviewing/editorships.
•
To the community.
Finding Balance: Second Step
(continued)
Finding Balance: Second Step
(continued)
Research
Teaching
Service
Casewriting,
Textbook
contribution
Course Design,
Program
Leadership
Involvement in,
Leadership of
Professional Societies
There will always be more to do than you can get done.
•
More to learn.
•
More to write.
•
More students to help.
•
More events to attend.
Remember what matters to you and keep it in focus!
Finding Balance: Be True to Yourself
•
Some people are born teachers, most are not.
•
Everyone can be better! Even if you’re a terrific
teacher, the needs of students change over time, so
you need to continuously adapt and improve.
What It Takes to Be a Good Teacher
•
Be yourself.
•
Adapt your style to your audience.
•
Adapt teaching “tricks” from others –
don’t “adopt” them wholesale.
Teach in Character
•
Of students and their opinions.
•
Of student diversity.
•
Of the faculty team.
•
Of program goals.
Be Respectful
•
Prepare lecture notes, case plan, game process.
•
Prepare for common questions.
•
Keep notes in good order.
•
Use a class agenda.
•
Hand out as many materials/assignments as possible at
the start of the term.
•
Prepare for different “paths” through the material.
Be Organized
We learn and remember after one month...
•
14% of what we hear.
•
22% of what we see.
•
30% of what we watch others do – demonstrations.
•
42% of sensory redundancy - classroom rituals that repeat seeing,
hearing, and doing important skills or concepts.
•
72% of “movies of the mind” - learning that is linked to remembered or
imagined life experiences of the learner.
•
83% of performance of a life-challenging activity - first-time or demanding
action that applies the new learning.
•
92%
of what we teach others!
Gary Phillips, Vancouver B.C., Canada
Teach, Don’t Tell
•
Set high expectations.
•
Be friendly, but be clear about who’s in charge.
•
Be clear about your grading criteria.
•
Think about your goals and plan/implement tactics in the first
class (particularly for class participation.
•
“Cold calling.”
•
Depth of analysis behind responses.
•
Be tougher with grading early; it’s easier to curve up than down!
Set the Tone Early
•
Offer reasonable office hours.
•
Use technology.
•
E-mail.
•
Course support software.
•
Solicit feedback early in the term.
•
Use a method that provides actionable information (SSC).
•
Be clear about what you are willing – and not willing – to change.
Be Accessible and Responsive
•
Plan assignments to make it possible for students with strengths in
different areas to be successful (papers, exams, class participation)
- and to minimize the risk of cheating.
•
Grade thoughtfully - and make it a policy not to change grades.
•
Remember students are taking other classes, too!
•
Don’t burden students with busywork.
Be Fair
•
“Tell them what you’re going to tell them, tell them,
tell them what you told them.”
•
Use class agenda.
•
Summarize at end of class (you or student).
•
Connect to other classes.
•
Connect to “real world.”
Reinforce!
•
Connect to the “real world.”
•
Consider the age of materials; if age doesn’t
matter, discuss it in class!
Think About Relevance
•
Observe other teachers.
•
Have other teachers observe you.
•
Reflect on what makes a class great – or mediocre.
•
Listen to your students.
•
Take the time to develop good materials – so you can use
them again and again.
•
“Mix it up” in the classroom. Change the pace. Change the
pedagogy.
•
Be aware of the rhythms of the semester.
•
Give your students your best.
Some Tips:
Boston University Center for Excellence and Innovation in Teaching focuses on preparing doctoral students for academic careers by emphasizing research, teaching, and collegial skills. The programs at BU aim to equip graduates to excel as researchers, educators, and professionals in their respective fields. From learn-to-teach workshops to teaching internships, BU provides a comprehensive training environment for future academics. Through various models like SMG, students engage in interviewing, observing, and taking on teaching roles to enhance their preparation for academia.
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Boston University Center for Excellence and Innovation in Teaching Preparing Doctoral Students to Teach Janelle Heineke Director, Center For Excellence and Innovation in Teaching
BU Doctoral Programs: Primary Goal This varies by program. Could be to prepare students for: Pure research roles. Advanced practice. Careers in academia. Boston University Center for Excellence and Innovation in Teaching
Preparing for Academic Careers To be successful in academia, graduates must be prepared to be: Excellent researchers. Strong teachers. Good colleagues In their own schools/universities. In their professional fields. Our programs focus on the content which focuses on preparation for the research role. We also need to prepare students for the other dimensions including teaching. Boston University Center for Excellence and Innovation in Teaching
Around BU School Department CAS* Biology Program Required learn-to-teach workshop Taken concurrently with first semester of teaching. Nine meetings over eight weeks, including completion of five short papers and an evaluation of a classroom teaching. Required one day workshop for new TFs Full semester course in pedagogy with Writing Program Director. TFs register for GRS AH 699 Teaching Art History. Instructors meet at least once a week with TFs. Doctoral candidates who are not TFs receive no formal training One day Graduate Teaching Fellow training. Required 4-credit course (HP 790: Teaching Skills) Optional 2-credit practicum with classroom involvement Training handled by faculty in mentorship model. CEIT orientation and STH orientation. Two required 2-credit courses: Junior teaching internship and Senior teaching internship. Required colloquia: two 7-hour sessions on pedagogy. CAS* English History of Art and Architecture CAS* ENG SAR SED STH Boston University Center for Excellence and Innovation in Teaching
Preparing for Academic Careers: One Model (SMG) Semester 1 Interview a strong teacher in your department. Ask about: What is challenging. What is rewarding, How the instructor became so strong in the classroom. Tips he/she may offer about teaching. Write a summary of what you learned. Semester 2 Observe a teacher in your department in the classroom. Write a summary of what you observed about the process. Boston University Center for Excellence and Innovation in Teaching
Preparing for Academic Careers: One Model (SMG) Semester 3 or 4 Take the role of Teaching Assistant. Arrange with the instructor of record to have you present some topic or lead a discussion at least once during the semester. Write a summary of: How you prepared. How the sessions went. What you learned. OR Interview a strong instructor outside your department. Prepare a summary of what you learned. Boston University Center for Excellence and Innovation in Teaching
Preparing for Academic Careers: One Model (SMG) Semester 4 Participate in the doctoral seminar on dissemination of knowledge, which will include some content on teaching. Session Topic 1 Professional Societies and Journals 2 Presenting at professional meetings and conferences 3 Writing for scholarly publication. 4,5 Defining yourself as an academic; writing a journal article 6 Good writing and not so good writing 7 Navigating the journal review process Strategies for publishing Targeting journals Meeting submission criteria 8, 9 Principles of adult learning Teaching styles: lecture; lecture/discussion; case method; simulation. 10, 11 Teaching Fundamentals 12, 13 Presentations 14 Using technology to enhance learning Boston University Center for Excellence and Innovation in Teaching
Preparing for Academic Careers: One Model (SMG) Years 3 and 4 Teach a course or discussion section as instructor of record. Arrange to have at least one session videotaped. Review with instructor as a follow-up to the doctoral seminar. Redo videotaping and feedback until the video is ready to post as part of the e-Portfolio. Boston University Center for Excellence and Innovation in Teaching
Preparing for Academic Careers: One Model (SMG) Throughout the Program Maintain an e-Portfolio tracking your scholarly work and teaching as part of your package to provide to prospective employers. Boston University Center for Excellence and Innovation in Teaching
Boston University Center for Excellence and Innovation in Teaching Overview of Teaching Content
Finding Balance: First Step Know thyself. What s important to you? At work? Research? Teaching? Making things happen? In other aspects of your life? If you know yourself, you can find the position that fits you in a school that emphasizes what you care about. Boston University Center for Excellence and Innovation in Teaching
Finding Balance: Second Step Research/scholarly activity: How this is defined varies. Journal publications. Books, chapters, other publications. Presentations. Involvement in professional societies. Both quantity and quality matter. Seems to be increasingly important in all schools. Boston University Center for Excellence and Innovation in Teaching
Finding Balance: Second Step (continued) Teaching: Student evaluation of teaching. Variety of courses taught. Contribution to course development/pedagogy. Student advising. May also include: Casewriting. Materials development. Boston University Center for Excellence and Innovation in Teaching
Finding Balance: Second Step (continued) Service: To the institution. Contribution to department s/school s/ university s activities. Committee work. Program development/management. To the Profession. Involvement in professional societies. Journal reviewing/editorships. To the community. Boston University Center for Excellence and Innovation in Teaching
Finding Balance: Second Step (continued) Teaching Casewriting, Textbook contribution Course Design, Program Leadership Involvement in, Leadership of Professional Societies Research Service Boston University Center for Excellence and Innovation in Teaching
Finding Balance: Be True to Yourself There will always be more to do than you can get done. More to learn. More to write. More students to help. More events to attend. Remember what matters to you and keep it in focus! Boston University Center for Excellence and Innovation in Teaching
What It Takes to Be a Good Teacher Some people are born teachers, most are not. Everyone can be better! Even if you re a terrific teacher, the needs of students change over time, so you need to continuously adapt and improve. Boston University Center for Excellence and Innovation in Teaching
Teach in Character Be yourself. Adapt your style to your audience. Adapt teaching tricks from others don t adopt them wholesale. Boston University Center for Excellence and Innovation in Teaching
Be Respectful Of students and their opinions. Of student diversity. Of the faculty team. Of program goals. Boston University Center for Excellence and Innovation in Teaching
Be Organized Prepare lecture notes, case plan, game process. Prepare for common questions. Keep notes in good order. Use a class agenda. Hand out as many materials/assignments as possible at the start of the term. Prepare for different paths through the material. Boston University Center for Excellence and Innovation in Teaching
Teach, Dont Tell We learn and remember after one month... 14% of what we hear. 22% of what we see. 30% of what we watch others do demonstrations. 42% of sensory redundancy - classroom rituals that repeat seeing, hearing, and doing important skills or concepts. 72% of movies of the mind - learning that is linked to remembered or imagined life experiences of the learner. 83% of performance of a life-challenging activity - first-time or demanding action that applies the new learning. 92% of what we teach others! Gary Phillips, Vancouver B.C., Canada Boston University Center for Excellence and Innovation in Teaching
Set the Tone Early Set high expectations. Be friendly, but be clear about who s in charge. Be clear about your grading criteria. Think about your goals and plan/implement tactics in the first class (particularly for class participation. Cold calling. Depth of analysis behind responses. Be tougher with grading early; it s easier to curve up than down! Boston University Center for Excellence and Innovation in Teaching
Be Accessible and Responsive Offer reasonable office hours. Use technology. E-mail. Course support software. Solicit feedback early in the term. Use a method that provides actionable information (SSC). Be clear about what you are willing and not willing to change. Boston University Center for Excellence and Innovation in Teaching
Be Fair Plan assignments to make it possible for students with strengths in different areas to be successful (papers, exams, class participation) - and to minimize the risk of cheating. Grade thoughtfully - and make it a policy not to change grades. Remember students are taking other classes, too! Don t burden students with busywork. Boston University Center for Excellence and Innovation in Teaching
Reinforce! Tell them what you re going to tell them, tell them, tell them what you told them. Use class agenda. Summarize at end of class (you or student). Connect to other classes. Connect to real world. Boston University Center for Excellence and Innovation in Teaching
Think About Relevance Connect to the real world. Consider the age of materials; if age doesn t matter, discuss it in class! Boston University Center for Excellence and Innovation in Teaching
Some Tips: Observe other teachers. Have other teachers observe you. Reflect on what makes a class great or mediocre. Listen to your students. Take the time to develop good materials so you can use them again and again. Mix it up in the classroom. Change the pace. Change the pedagogy. Be aware of the rhythms of the semester. Give your students your best. Boston University Center for Excellence and Innovation in Teaching
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