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Developing Reflective Teaching
Practices through a Graduate
Student Peer Mentoring Program
Joseph Hardcastle, Manher Jariwala, and Bennett Goldberg
CAS Physics
CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
BU-CIRTL: Preparing Future Faculty
Boston University Slideshow Title Goes Here
 BU is part of the nationwide, NSF-funded CIRTL network,
focusing on training next generation of teaching faculty.
 BU-CIRTL impacts ~250 Ph.D. STEM students in
Physics, Biology, Chemistry, and BME, and growing.
 Local efforts are supplemented by online courses, e.g.
Diversity in College Classroom, TAR in STEM Courses
 Immediate on-campus impact evidenced by development
of graduate students like Joe Hardcastle.
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Physics TF Peer Mentoring Program
Boston University Slideshow Title Goes Here
Motivation:
Graduate student Teaching Fellows (TFs)
need feedback on their classroom practice
 Faculty usually don’t observe or provide TF feedback.
 Courses in teaching pedagogy don’t address this.
 TFs themselves expressed need for teaching feedback.
Goals:
 Use experienced grad students to mentor first year TFs in
classroom teaching efficacy & the challenges of teaching.
 Provide an opportunity for graduate students to
continually develop and improve their teaching practices.
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Teaching Fellow Peer Mentoring
PY 961 (Scholarly Methods Course on Teaching Pedagogy)
Progress into the Semester
Assessments
Observations
Mentee Group Meeting
Student Survey
Observations
Mentee Group Meeting
Observations
Teaching Boot Camp
Boston University Slideshow Title Goes Here
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Teaching Boot Camp
 Introduction to teaching
concepts and philosophy
Teaching Boot Camp
Boston University Slideshow Title Goes Here
 Opportunity to practice
teaching and get feedback
 Introduction to TF Mentors
and Mentoring Program
First year TF running a “mock”
discussion section
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Observations
 Mentor-Mentee Feedback
Observations
Boston University Slideshow Title Goes Here
 3 observations over the
course of the semester
① Mentors observe classroom practices
② Meet with Mentee for review and
discussion
TF running a discussion while
being observed
③ State teaching goals for next
observation
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Mentee Group Meetings
 Mentee-Mentee Feedback
Mentee Group Meeting
Boston University Slideshow Title Goes Here
 Forum for mentee to
discuss teaching and
learning with their peers
 Discuss overarching
teaching principles and
share experiences
Mentee discussing teaching challenges
and solutions
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Mentee Student Survey
 Student Feedback
Student Survey
Boston University Slideshow Title Goes Here
 Survey designed by
mentees and mentors
 Given in the middle of
the semester in each
mentees class
Mentee and Mentor discuss the
results of their student surveys
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Program Assessments
 Assessments
 Pre-Post Surveys
 Observations by the Mentors
 Interviews with Mentees
 Surveyed Mentors
Assessments
Boston University Slideshow Title Goes Here
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Assessments: Mentoring
Skill with the use of educational
technology
(clickers,
Boston
University Slideshow
Titleetc).
Goes Here
Awareness of active- and studentcentered learning teachniques
Skill at handling academic
misconduct and cheating
Skill at classroom management
Mean (Post)
Ability to provide meaningful
feedback to students
Blackboard technique
Understanding of science
education and pedagogy
Level of awareness of the
challenges of teaching
1
1.5
2
2.5
3
3.5
4
4.5
5
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Assessments: Teaching ability
Skill with the use of educational
technology
(clickers,
Boston
University Slideshow
Titleetc).
Goes Here
Awareness of active- and studentcentered learning teachniques
Mentoring
Skill at handling academic
misconduct and cheating
Skill at classroom management
Mean (Pre)
Mean (Post)
Ability to provide meaningful
feedback to students
Blackboard technique
Understanding of science
education and pedagogy
Level of awareness of the
challenges of teaching
0
1
2
3
4
5
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Assessments: Feedback Methods
Feedback Methods
Boston University Slideshow Title Goes Here
Student Survey
Mentee-Mentor Large Group
Discussions
Observations
1
2
3
4
5
“(the observations) helped me reflect and set goals on things I might not have
considered otherwise.”
“The observations feedback is very important. Specific and practical. “
“I found everything to be important because it allows for feedback from multiple
angles…from more experienced TFs, my colleagues, and the students.”
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Assessments: Overall Benefits
Mentee Benefits:
 Value of effective teaching
 Importance of being a reflective and constantly improving
teacher
 Reinforcement of TF + LA partnership
 More favorable opinion on mentoring in general
 Advice outside of teaching
Boston University Slideshow Title Goes Here
Mentor Benefits:
 Mentoring Experience
 Became more reflective about their own teaching
 Graduate Student Teaching Community
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CEIT 2014 Graduate Student TF Peer Mentoring Program
March 7, 2014
Acknowledgements
Mentors
Maira Constantino
Michael Chernicoff
Colin Howard
Boston University Slideshow Title Goes Here
Special Thanks
Alexis Knaub
John Ogren
and
 Department of Physics (Chairs: Sid Redner, Karl Ludwig)
 BU-CIRTL (PI’s: Bennett Goldberg, Janelle Heineke)
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