from student to student: strategies for successfully navigating graduate school in instructional...

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  • From Student To Student:Strategies for Successfully Navigating Graduate School in Instructional TechnologyPublicationServiceTeachingInternships2005

  • Project Purpose and Design. . . although concern about graduate training in education is not new (Lagemann & Shulman, 1999; Lagemann, 2000), it has taken on new urgency Eisenhart, DeHaan, (2005) ER, 34(4), 2-13.

    Purpose: To learn strategies for succeeding in different areas of a graduate school experience.Methods: 4 researchers - 4 schoolsInterviews with students

  • Work Experience

  • Bachelors degree Overall ID

  • Masters degree Head, Thorax, abdomen

  • Doctoral degreeThe dirt on the legThe shape of dot

  • WHY ? I D Combining work & study. Being able to transfer classroom learning into a real project. Networking opportunity

  • HOW ?I D ..kind of try to know yourself as best as you can and then explore and when something feels kind of right then look into it more..

    ..going to AECT that one year was a really great experience and helped significantly..

    ..faculty because generally they like working with students. there may be exceptions, but generally speaking they are there as mentors.. know what you want to do and find work in that field

  • HOW ?I D Get enough information

    Work with faculties

    Use internship opportunities

    Be aware of your opportunities

    Be aware of your environment

    Get feedback

    Find a good mentor

  • Critical issuesI D ..so in some ways, I haven't done as good a job preparing myself for a position in academia that I expected to as a PhD student.

  • Critical issuesI D ..so in some ways, I haven't done as good a job preparing myself for a position in academia that I expected to as a PhD student.School workPreparing for an academic positionWork experience

  • Critical issuesI D ..so in some ways, I haven't done as good a job preparing myself for a position in academia that I expected to as a PhD student.School workPreparing for an academic positionWork experience

  • Teaching

  • Cases were mostly 4th-year doctoral students, plus two masters students. Taught K-12, preservice, and graduate courses

    Teaching

  • Why Teach?1. To learn

    2. To gain experience

    3. To further other career goals

    4. Its rewarding

  • Finding Teaching OpportunitiesUndergraduate Courses

    B. Graduate courses

    C. K-12

    D. Workshops

    E. Anything!

  • Coping Strategies!

  • Succeeding: Learning ContentTeach yourselfWorkshops/Tutorials

    Bring in expertsD.Teach your strengths

  • Be Creative

    Involve the learners

    Seek feedback from students

    Record yourself

    Sharon Steal

    Succeeding: Learning to Teach

  • Keeping all your ducks in a row!

    Other Teaching IssuesAlso! ESL challenges

  • Scholarship

  • Scholarship includes:Conference presentationsPublishingGrant writingThree doctoral studentsFirst year student, full-time studentSecond year student, part-time studentThird year student, full-time studentScholarship

  • to obtain a position at a research one universityto make my CV look like that of a junior faculty memberEverybody says you should be coming up with research and doing articlesits a requirement for junior faculty at universitiesto develop my program of researchSuccess as a Scholar: Why?

  • Success as a Scholar: How?First year studentShadowed advanced doctoral student in researching, co-presented at a conferenceSecond year studentApproached faculty, wrote a grant that received fundingThird year studentApprenticed faculty during Masters programPublished, presented numerous times at conferences

  • Success as a Scholar: ResearchMentorship- Finding the right mentors whoWill let you shadow themWill collaborate with you on projectsHave interests that match yoursWill provide feedback and guide you along the way

  • Success as a Scholar: ResearchCollaborating with studentsGuidance with research, presentingGradually increasing participation in projectsLearning how research studies get designed

  • Success as a Scholar: ResearchCollaboration

    Yeah, so if everyone could always be paired up with someone who has a little more experience that has a couple of things goingyou can get the experience

  • Success as a ScholarTaking the initiativeFocus on experiences not classesSeek out opportunitiesCommunicate your needs and professional goals

  • ConclusionsMentorshipCollaborationWith facultyWith other graduate studentsBe assertiveDont be overwhelmed

  • What about your ideas?

    What has helped you?

    Contact Info: [email protected], [email protected], [email protected]

    About LEARN:I have always wondered, although I had a private tutor job before, what it feels like to teach a group of students in a classroom.

    By teaching, I learn enormously. Also it gives me the opportunity to practice "giving" and "being patient"! : )

    By teaching, I learn enormously. . . . I am one of the believers who think learning is achieved in best when you are able to teach it to somebody else.,

    Story of X, wanting to teach EdPsych so he could learn it.Story of X wanting to learn about how Blogs/wikis could be usedso we did it.

    FURTHER other goalsHelps you define your career goals

    Helps you find research opportunitiesIn terms of practical aspect, I can actually try out what learning/instructional theories work or not in a real classroom setting. Last semester I conducted a small study using a self-regulation aid for students. It is really amazing when you find a specific learning principle is actually working.

    Another thing is that it also gives me the ideas of what research needs to be done in the field. I find some future research agenda while I am teaching.

    Teaching is a great chance to understand how the theory can be applied to the actual teaching practice.

    R 1 published article, 2 more submitted + a thesis came from studying the course he taught. You have access to a classroom setting, can offer extra credit incentives, can have control over the research setting. In trying to be a good teacher, you will try new things. When some work, you should share them with others==publishing. Just be aware of possibilities and follow good research protocols to validate your anecdotal evidence about what really is effective and why. Bring in other researchers to minimize bias.

    Helps you be a better instructional designerIn terms of practical aspect, I can actually try out what learning/instructional theories work or not in a real classroom setting.

    I don't think you can be a good instructional designer without being a good teacher. It's not possible. It's like saying you are an auto mechanic without having ever driven before, or being the designer of the car and having never driven before, or having driven very badly and running over everything

    Its REWARDING

    A. undergrad (preservice, skills courses)Challenges: no prev. teaching exp? (however, G. J., and RW didnt, so this challenge is not insurmountable)Benefits: sometimes teaching assistantships. More likely to accept volunteer help. More opportunities.B. Co-teach GradChallenges: teaching peers can be intimidating. Issue of controlwhose class is it?, Doing too little or too muchBenefits: Learn from exp. Teachers. Relearn material. Prepare yourself to teach grad classes after graduating. Sometimes opportunities in summer courses.C. HSChallenges: need certification, generally.Benefits: Must research in our field is geared towards K-12D. WorkshopsE. Anythingcreate teaching opportunities in nontraditional settings

    Talk about Xs attitude of needing to be teaching something, always.I was really upset about not being able to teach something. Something! I just needed something else. . . . Teach everywhere. People are always in need of people to teach things. It doesn't matter. Some of the teaching stuff i've done in Guatemala and Mexico has been more beneficial than sitting and teaching a university course, even though they're less traditional. Just teach anywhere. Just find places to teach.Story of X creating workshops for lab assistants, creating Mexican study abroad programX religion coursesSuggestion: Get to know supervisors of courses and tell them youre interested. Ask to co-teach. Sub teach in HS. Teach ESL. Volunteer with student organization to teach workshops on skills you have. Look for needs (RC saw need to change one course and was then asked to do it).

    People are never going to, unless you're [name] and beg you to teach for them. For the rest of the world, Nobody is ever going to come and do that, but if you make yourself the opportunity you're set. 'I'm good at this, do you need someone to do this. Well, I've never thought about it. "We'll, I think you need somebody teaching that so let me teach it for you.' There you go.

    TEACH YourselfI would go through it and do the parts of the assignment, I would pretend I had never done it before and just try to tailor the instruction to that. I think you can kindof pretty closely guess what it would be. It was easy for ed psych because I really didn't know it. I wasn't pretending. I really didn't know this. I was going through this, and I don't get this, so I need an activity to explain this because I'm not getting it, so I'd try to build it that way.

    Bring in EXPERTS

    Teach your STRENGTHSCreative: X. and his skit to learn about interation of computers/server/usersX and his lesson on IQ selection

    INVOLVE learnersIf you're the type of teacher who is willing to be a learner with the students and lead and guide conversations and admit that you don't know everything and that you're going to figure it out together, you can jump in and teach everything and can say I don't know the answer to that, let's jump in and figure it out.

    Sharon Steal: I hate reinventing the wheel, so if there are some good media objects or lessons that are already available especially if they are on the internet. I try to always do an exhaustive search first before I come up with it on my own.X/X using same website

    I think teaching a lot is problem solving. You are just moving from one instructional problem to another, so if someone has come with a solution to a problem that works, why not use it?

    X had experiences where there were team meetings, collaboration on ideas, offices close enough to share ideas back and forth around the water cooler.

    FEEDBACKFrom studentsOther teachersSupervisorYourself

    Teaching can suck timeOrganize time for everythingSometimes it is really hard to find time for my study. The situation has been better these days, but still I have to make a very detailed plan to keep my study time. Know when to say no.X tries to teach every semester, but cant now

    I personally try to improve my English by observing myself teaching. I record myself in the classroom and watch it later to find how I can improve my teaching practice as well as expressions. Sometimes students don't understand what I am trying to say because they don't know specific terms. If that is the case, I explain the term in another easy way to make sure students understand it.