Assessing Foundations Programs

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Assessing Foundations Programs

• K. Lynn Taylor
• University Teaching Services
• The University of Manitoba,
• Winnipeg, Manitoba, Canada R3T 2N2

Foundations of University Teaching
Colloquium Flinders University, Adelaide, April
10-11, 2003
Acknowledgements This study is supported by a
SSHRC Standard Research Grant (410-2002-1584) to
Schonwetter (PI), Ellis, Griffin, Perry, Taylor
Wright, 2002-2005
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Session Objectives

• Outline our longitudinal study
• Explore selected bench mark data
• Seek feedback on the design and findings

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University of Manitoba Program Requirements

• Theory
• Credit Course - 129.745 Teaching and Learning in
  Post-Secondary Instruction (3 credits) or
• Extended Workshops Papers/Research Project
• Practice
• TA work reflection and feedback or
• Mentor supervised teaching
• Professional Development 20 Hours
• Teaching Dossier and Curriculum Vitae (CV)
• Optional WebCT training Accent Modification.

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University of WaterlooProgram Requirements

• GS 901
• 6 workshops
• 6 reflective response papers
• GS 902
• 2 more workshops
• 2 more response papers, research paper,
  presentation on paper, teaching dossier
• GS 903
• 3 observed teaching events
• 3 reflective response papers

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Longitudinal Study Gaps in the Literature

• Gap 1 Lack of research and comprehensive
  program evaluations based on empirical design
  (Chism, 1998 Weimer Lenze, 1997)
• Gap 2 Target instructional interventions to
  specific groups across institutions
  (Levinson-Rose J. Menges, 1981 Weimer
  Lenze, 1997)
• Gap 3 Inclusion of different kinds of inquiry,
  including both qualitative methods and
  quantitative methods (Levinson-Rose J.
  Menges, 1981 Weimer Lenze, 1997)
• Gap 4 Limited models and theories to direct
  research (Blackburn, Beiber, Lawrence
  Trautvetter, 1991 Menges Svinicki, 1989 Perry
  et al., 1997 Weimer Lenze, 1997)

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GTA Studies (Abbott, Wulff Szego, 1989
Carroll, 1980 Chism, 1998 Weimer Lenze, 1997)
Conceptual Framework
GTA Development Theories (Abbott, Wulff
Szego, 1989 Marincovitch, Prostko Stout, 1998
McKeachie, 1997)
CHET-CUT Study (SSHRC Grant to Schonwetter (PI),
Ellis, Griffin, Perry, Taylor Wright,
2002-2005)
New Hires Research (Boice, 1992 Menges, 1994
1996 Perry et al., 1997 Smith Kalivoda, 1998)
Pilot Studies of CUT-CHET Programs (Ellis
Schonwetter, 2001 Schonwetter Taylor, 2000)
Control Theory (Bandura, 1986 Perry et al.,
1997 1999)
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CHET-CUT Longitudinal Study
PROCEDURE
Ethical Approval
Access to Graduate Students
University of Manitoba
Control Group(s)
University of Waterloo
Pre-Test prior to entry into CHET-CUT
Post-Test after CHET-CUT completion
18 month follow-up into a tenure track position
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Pre-Test

• Perceptions of
• Preparation for academic career
• Importance to academic career
• Perceived control questions
• having to teach a new course this term
• Open-ended questions
• How did you come to know about the Program?
• What motivated you to sign-up for the Program?
• Effects of program on professional and personal
  development?

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Who Has Been Participating in Our Study? (M
Means)

• 65 (53.7) female 56 (46.3) males
• 20 to 48 years (M 28.01)
• 56 seeking a Masters degree 64 seeking a Ph.D.
• 1 - 12 graduate courses completed (M 3.42)
• 0 - 9 terms of studying (M 3.29 terms)
• Markers for 0-14 courses (M 1.98 courses)
• TAs for 0 - 14 courses (M 2.10 courses)
• Instructors for 0 - 6 courses (M .76 courses).

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Top 5 Most Important Teaching Items
Very Low Very High
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5 Least Prepared for Teaching Items
Very Low Very High
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Difference Between Importance and Prepared
IMPORTANCE - LEAST PREPARED
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5 Least Important Teaching Items
Very Low Very High
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What Most Influenced or Motivated you to Sign-Up
for the CHET/CUT Program?
Frequencies
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How will Your Experience in the CHET/CUT Program
Contribute to Your Professional Development?
Frequencies
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How will Your Experience in the CHET/CUT Program
Contribute to Your Personal Development?
Frequencies
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Responses to Data

• How can these data be used to inform the
  development or fine tuning of our programs?
• How can research like this be used to enhance
  the scholarship of faculy development?

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References

• Abbott, R.D., Wulff, D.A., Szego, C. K. (1989).
  Review of research on TA training. In J.Dgt
  Nyquist, R.Dgt Abbott, D. A. Wulff (Eds.), New
  Dirrections for Teaching and Learning, Number 39,
  (pp. 111-124). San Francisco, Jossey-Bass.
• Bandura, A. (1986) Social foundations of thought
  and action. Englewood Cliffs, NJ Prentice Hall.
• Blackburn, R.T., Beiber, J.P., Lawrence, J.H.,
  Trautvetter, L. (1991). Faculty at work Focus
  on research, scholarship and service. Research in
  Higher Education, 32, 385-413.
• Boice, R. (1992) The new faculty member
  Supporting and fostering professional
  development. San Francisco Jossey-Bass.
• Carroll, J.G. (1980). Effects of training
  programs for university teaching assistants.
  Journal of Higher Education, 51, 167-183.
• Chism, N. V. N. (1998). Evaluating TA Programs.
  In M. Marincovich, J. Prostko, F. Stout (Eds.),
  The professional development of graduate teaching
  assistants (pp. 249-262). Bolton Anker.
• Ellis, D., Schonwetter, D.J. (2001). Help
  though the gateway Assessing teaching
  certificate programs. Paper presented at the
  Professional and Organizational Development
  Network in Higher Education, St Louis, MI.
• Levinson-Rose, J. Menges, R. (1981). Faculty
  Development and the adoption and diffusion of
  classroom innovation. Review of Educational
  Research, 51, 403-434.

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More References

• Marincovich, M., Prostko, J., Stout, F. (1998).
  The professional development of graduate teaching
  assistants. Bolton Anker.
• McKeachie,. W. J., (1997). Critical elements in
  training university teachers. The International
  Journal for Academic Development, 2, 67-74.
• Menges, R. J. (1994). Preparing new faculty for
  the future. Thought and Action, 10, 81-95.
• Menges, R.J. and Associates (1999). Faculty in
  new jobs. San Francisco Jossey-Bass.
• Menges. R.J., Svinicki, M. (1989). Designing
  program evaluation. To Improve the Academy, 8,
  81-97.
• Perry, R.P., Menec, V.H., Struthers, C.W. (1999).
  Feeling in control. In R. Menges and Associates
  (Eds.), Faculty in new jobs (pp. 186-215). San
  Francisco Jossey-Bass.
• Perry, R.P., Menec, V.H., Struthers, C.W.,
  Hechter, F.J., Schonwetter, D.J., Menges, R.J.
  (1997). Faculty in transition A longitudinal
  analysis of the role of perceived control and
  type of institution in adjustment to
  post-secondary institutions. Research in Higher
  Education, 38, 519-556.
• Rice, R. E. (1996) Making a place for the new
  American scholar. Washington, DC American
  Association for Higher Education.

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More References

• Schonwetter, D.J., Taylor, K.L. (2000).
  Identifying critical components of effective
  instructional development. Paper presented to the
  Society for Teaching and Learning in Higher
  Education, Brock University, St. Catherines,
  Ontario.
• Smith, K.S., Kalivoda, P.L. (1998). Academic
  morphing Teaching assistant to faculty member.
  To Improve the Academy, 17, 85-101.
• Weimer, M. Lenze, L. F. (1997). Instructional
  interventions A review of the literature on
  efforts to improve instruction. In R.P. Perry
  J. P. Smart (Eds.), Effective teaching in higher
  education Research and practice (pp. 205-240).
  New York Agathon Press.