InTeGrate Module Implementation at Stanford University: Postdocs and Grad Students Teaching at Minority Serving Institutions and Two Year Colleges
Wednesday
11:30am-1:30pm
UMC Aspen Rooms
Poster Presentation Part of
Teaching for Diversity and Recruitment Strategies
Author
Angelina Sanderson Bellamy, Stanford University
In its first year of implementation, the InTeGrate Program at Stanford looks to further undergraduate student exposure to environmental science and sustainability curriculum, while enabling our postdocs and advanced graduate students to teach a two week environmental science module at targeted minority serving institutions (MSIs) or two year colleges (2YCs). This pilot program provides teaching and professional development to postdoctoral and advanced graduate students who may not otherwise have the opportunity to teach, or teach at MSI/2YCs while enrolled or working at Stanford. The program also strengthens collaborative associations between MSI/2YCs and the Stanford School of Earth, Energy and Environmental Sciences, aiding in a larger goal of diversifying and retaining minorities in geoscience at the graduate level and the professoriate.
A key process in implementing the InTeGrate program at Stanford is establishing and building relationships with departments and faculty mentors from the different partnering institutions; with postdocs/grad students at Stanford; between postdocs/grad students and their faculty mentors; and between postdoc/ grad students and the undergraduate students they teach. Key determinants of effective partnering include identifying a dedicated program director to initiate these relationships through in-person planning meetings, pedagogy training of postdocs and grad students, and ensuring evaluation and feedback to measure student impact and postdoc/grad student/faculty learning and satisfaction. These actions, along with clear communication regarding expectations, facilitate a strong sense of partnership and trust that enable enthusiastic collaboration on the part of faculty and postdoc/grad student participants.
In 2015 we arranged for five postdocs/grad students to teach in different classroom settings at four MSI/2YCs. Here we summarize and discuss the sequence of steps to implement these partnerships and the results from the first year.
A key process in implementing the InTeGrate program at Stanford is establishing and building relationships with departments and faculty mentors from the different partnering institutions; with postdocs/grad students at Stanford; between postdocs/grad students and their faculty mentors; and between postdoc/ grad students and the undergraduate students they teach. Key determinants of effective partnering include identifying a dedicated program director to initiate these relationships through in-person planning meetings, pedagogy training of postdocs and grad students, and ensuring evaluation and feedback to measure student impact and postdoc/grad student/faculty learning and satisfaction. These actions, along with clear communication regarding expectations, facilitate a strong sense of partnership and trust that enable enthusiastic collaboration on the part of faculty and postdoc/grad student participants.
In 2015 we arranged for five postdocs/grad students to teach in different classroom settings at four MSI/2YCs. Here we summarize and discuss the sequence of steps to implement these partnerships and the results from the first year.