Teaching Careers for Scientists 101 Tari Tan, Kate - - PowerPoint PPT Presentation

Teaching Careers for Scientists 101

Tari Tan, Kate McDonnell-Dowling, Deepali Ravel 09.24.18

Teaching Positions in Higher Ed

Biology Research Education Research Teaching

• nly

Professor at Primarily Undergraduate Institution (PUI) “Alternate Stream”

• r “Parallel Track”

Teaching Professor (PUI or R1 institutions) Lecturer / Instructor (PUI or R1 institutions) Community College Instructor/Professor Discipline-Based Education Researcher (DBER)

A Continuum: Research v. Teaching

Teaching in Higher Ed: What’s Out There?

Professor at Primarily Undergraduate Institution (PUI) Lecturer / Instructor (PUI or R1 institutions)

• Closest to “traditional PI”
• Teaching emphasis +

undergraduate research program

• Teaching:research and research

expectations vary by institution

• Full-time teaching load, no research
• Non tenure-track (and can be short appointments)
• Advancement opportunities (e.g. Senior Lecturer/Instructor)

and rank within organization varies by institution

“Alternate Stream” or “Parallel Track” Teaching Professor (PUI or R1 institutions)

• Titles may include “Teaching Professor” (e.g. Northeastern University, UC

schools) or “Professor of the Practice” (e.g. Boston College)

• Often use tenure-track language (e.g. Assistant, Associate, Full Teaching

Professor)...may not provide tenure

• Responsibilities beyond teaching (e.g. course design, classroom-based

research experiences, “education scholarship”)

Community College Instructor/Professor

• Full-time teaching load, no

research

• Tenure or “continuing contract”

available, based on longevity

Discipline-Based Education Researcher (DBER)

• Extreme end of “education scholarship” - you’re a PI!
• May or may not actually include teaching

Teaching in Higher Ed: What’s Out There? Job forums are your friends!

Jobs Out There Right Now...

Assistant Professor of Biology, Emmanuel The Department of Biology invites applicants for the tenure-track position of Assistant Professor. Candidates with teaching and research expertise in Biochemistry and Quantitative Biology are strongly encouraged to apply. The successful candidate is expected to teach and potentially develop both introductory and upper level Biology courses, particularly in the candidate's

• specialty. Candidates are also expected to

maintain a nationally recognized research program and should specifically address how their scholarship will involve undergraduate students and take advantage of collaborations with current faculty at the college and/or in the surrounding Longwood Medical Area and the greater Boston science community. A Ph.D. in a relevant field of Biology is required along with a demonstration to the commitment

• f undergraduate teaching.

Assistant Teaching Professor of Biology, Northeastern University The Assistant Teaching Professor will be the instructor of record for 6 sections of the Biology Project Lab Techniques course (BIOL2309) each academic year during the Spring (January-April), Summer (May -June), and Summer II (July-August) semester. Biology Project Lab is a required class usually taken during Freshman and Sophomore year. The purpose of this course is to integrate classroom learning through laboratory experiments. Responsibilities include the design of the syllabus, identifying resources such as reading materials and guest speakers, coordinating the involvement of biology faculty members as consultants to student projects. maintaining the representation of the course online using Blackboard, critically reading and grading written assignments, holding office hours, and determining and submitting grades. The candidate must have a Ph.D in Biology or related field and demonstrated teaching

• experience. The candidate must have excellent

communication skills, both written and oral. Ability to critique written assignments.

Jobs Out There Right Now...

Professor of Practice, Neuroscience, Tulane University The Tulane University Neuroscience Program seeks to fill a Professor of Practice (PoP) position to begin in either January or July 2019. The PoP position is a non-tenured, full-time academic year (nine month) teaching position (3, 3 load) with renewable 3-year appointments. The responsibilities of this position will include teaching undergraduate and graduate level lecture and laboratory courses, advising neuroscience majors, and service to the program. A doctorate in Neuroscience or related field is

• required. Applicants should be able to

teach courses in fundamental neuroscience and their areas of specialty in cellular/molecular neuroscience, neuroinformatics, or neuroimaging. Assistant Teaching Professor in Developmental and Cell Biology, UC Irvine Applications are invited for an Assistant Professor of Teaching, a University of California position that emphasizes teaching, but otherwise parallels the tenure-track faculty series, including membership in the Academic Senate. Advancement in this series requires, in addition to excellent teaching and service, the candidate must make outstanding and recognized contributions to the development of his or her specific discipline and/or pedagogy. The successful candidate will participate in the undergraduate teaching mission of the department, with opportunities to instruct lecture or lab courses such as introductory biology, developmental biology, cell biology, anatomy, and scientific

• writing. The successful candidate will also play a prominent

role in biology education research, working with other faculty to develop, implement and assess innovative pedagogical initiatives. We seek an outstanding applicant with a Ph.D. in a biology discipline, preferably with postdoctoral training in cell biology, developmental biology,

• r STEM education research. Other preferred qualifications

include documented success in some or all of the following areas: teaching large undergraduate classes; use of evidence-based teaching practices; use of modern instructional technology; ability to develop effective teaching strategies for diverse student populations; conducting STEM education research.

Teaching in Higher Ed: Qualifications

Professor at Primarily Undergraduate Institution (PUI) Lecturer / Instructor (PUI or R1 institutions) Research Program & Publications Teaching Experience (course-based research experiences) Evidence-Based Teaching Practices “Alternate Stream” or “Parallel Track” Teaching Professor (PUI or R1 institutions) Community College Instructor/Professor Discipline-Based Education Researcher (DBER) Teaching Experience (esp. w/diverse student populations) (Evidence-Based Teaching Practices) Teaching Experience & Course Design Evidence-Based Teaching Practices (Education Scholarship) (Curriculum Design) (Postdoc Experience) Education Research Program & Publications Teaching Experience Evidence-Based Teaching Practices Teaching Experience & Course Design (course-based research experiences) Evidence-Based Teaching Practices

Becoming Qualified

Research Program & Publications

• Traditional research postdoc or teaching/research postdoc

Teaching Experience & Course Design Evidence-Based Teaching Practices Curriculum Design & Education Scholarship

• Other teaching experiences / outreach opportunities
• Education-focused postdocs
• Online courses (e.g. CIRTL)
• Workshops (e.g. Bok Center, HILT)
• Conferences (e.g. Gordon Conference, SABER)
• Books (e.g. “Small Teaching”, “Make it Stick”)
• Science education primary literature (e.g. CBE Life

Sciences Education)

• Harvard Extension School & Summer School
• Harvard Neurotutorials (Neurobiology)
• Adjunct at local colleges
• Outreach programs

Institutional Research and Academic Career Development Awards (IRACDA)

“The IRACDA program provides support for a traditional mentored postdoctoral research experience at an RII combined with an opportunity for these fellows to develop critical academic skills, including teaching, through workshops and mentored teaching assignments at a partner institution.”

Becoming Qualified: Teaching-Focused Postdocs

https://sackler.tufts.edu/academics/TEACRS

• 75% research
• Receive formal training in pedagogy
• Teach courses at partner institutions

(Bunker Hill Community College, UMass Boston, Pine Manor College)

Harvard Medical School Curriculum Fellows Program

“The Curriculum Fellows Program (CFP) is a group of PhD-level scientists continually striving to improve graduate education at Harvard Medical School...At its core, the CFP is an educational laboratory that both researches and enacts pedagogical best practices for the graduate students, postdoctoral trainees and faculty we serve.”

Becoming Qualified: Teaching-Focused Postdocs

• 3-year fellowship, work to

improve graduate education at HMS

• 80% service to home

department + 20% “scholarship”

Harvard College: College Fellows and Preceptors

• College Fellows: 1-year position

with possibility of 1-year renewal

• Preceptor: initial 3-year term, with

possible extension of additional 5 years

Becoming Qualified: Teaching-Focused Postdocs

“Preceptors are teachers who provide language, skill-oriented, or other special

• instruction. They may not offer instruction
• f a general nature or be in charge of

courses of a non-departmental nature such as those offered by the General Education and Freshman Seminar

• programs. Appointments are made on an

annual basis or may be for an initial term

• f three years (with Years 2 and 3

contingent upon a successful review after the first year of teaching), followed by a term of up to five years, contingent on performance, enrollments, curricular need, position availability,”

Teaching

Pro Tip: Try as Much as You Can!

Curriculum Design Outreach Design of Educational Materials (e.g. textbooks, online resources) Academic Administration Student Programming / Paracurricular activities Education Research Classroom-based research experiences Faculty Development Biology Research Education Research Teaching

• nly

Professor at Primarily Undergraduate Institution (PUI) “Alternate Stream”

• r “Parallel Track”

Teaching Professor (PUI or R1 institutions) Lecturer / Instructor (PUI or R1 institutions) Community College Instructor/Professor Discipline-Based Education Researcher (DBER)

Evidence-Based Teaching Practices

Online teaching and learning

Online learning: What’s out there?

• Synchronous

○ Students are online with classmates and their professor at regularly schedule class times, able to interact in real time, just like a face-to-face course. ○ This type of course can involve both on-campus and off-campus students simultaneously.

• Asynchronous/cohort

○ Students to access course materials independently, at their convenience, but assignments and exams will follow a general daily or weekly schedule. ○ Interaction with professor and classmates may be largely though discussion boards and social media, but live chats and video conferences may also be used.

• Asynchronous/self-paced

○ Students access course materials and complete assignments at their convenience. ○ No daily or weekly schedule will be required, but deadlines will be established for major course milestones. ○ Interaction with the professor and classmates will be through discussion boards and

• ther electronic media.

Online learning: Curricula with integrated multimedia

Online learning: Education research

• Obtaining and using data to learn about student behaviour, usage, success, and

engagement with materials.

Online learning: Asynchronous/Self-paced courses

• Highly skilled interdisciplinary team of educators and creative professionals

○ Curriculum Team ■ Course design ■ Curriculum design ■ Course production ■ Course delivery ■ Research ■ Refinement ○ Media Team (Video) ○ Art Team (Illustrators and Animators) ○ Software Team (IT) ○ Operations Team ○ Support Team ○ Marketing Team ○ Outreach Team

Becoming Qualified: Online-focused teaching

Teaching Experience Evidence-Based Teaching Practices Curriculum Design

• Strong content background in the specific subject area
• Teaching experience

○ Online teaching experience prefered but not required

• A passion for helping students visualize and understand complex concepts
• Willingness to teach in new ways
• Track record of working in highly collaborative team settings
• Strong interest in online education and the applications of technology in

higher education

• Commitment to tackling new topics and problems with creativity and

enthusiasm

Course Design

• Having taken an online course:

○ MOOC ○ Flipped ○ Hybrid ○ Blackboard

• Computer-based skills, ideally experience with:

○ Creating web pages/applications ■ HTML, CSS ○ Programming ■ Python ○ Analysis ■ R

Becoming Qualified: Online-focused teaching

• Learning the basics

○ Online courses/resources

Becoming Qualified: Online-focused teaching

Education Research: DBER

• Discipline-Based Education Researcher (DBER)

○ Education research PhD/postdoc ○ May or may not actually include teaching

• Understanding and Improving Learning

○ Understand how people learn the concepts, practices, and ways of thinking ○ Understand the nature and development of expertise in a discipline ○ Help identify and measure appropriate learning objectives and instructional approaches that advance students toward those objectives ○ Contribute to the knowledge base in a way that can guide the translation

• f DBER findings to classroom practice

○ Identify approaches to make science education broad and inclusive

Becoming Qualified: Education Research

Research Program & Publications Teaching Experience & Course Design Evidence-Based Teaching Practices

Education in K-12 settings

...why?

Education in K-12: What’s Out There?

• Settings

○ In schools/school districts ○ “Informal education” - after school/weekend programs, museums, zoos/aquariums, etc

• Roles

○ Teacher ○ Curriculum development ○ Administration ○ Program development/management

• How to get there

○ Teacher residency programs ○ Private/charter school teaching ○ Public school teaching with preliminary licensure ○ Outreach organizations (often based at universities or non-profits)

Becoming Qualified: for K-12

• Plus -

○ Experience working with students who are not necessarily already “bought into” the content ○ Understanding of diversity, equity, and inclusion and how to support these principles in the classroom*** ○ Experience leading hands-on (“minds-on”) activities***

• It’s okay if you did not-

○ Attend K-12 or college in the US ○ Participate in similar programs as a student

Teaching Experience & Course Design Evidence-Based Teaching Practices Curriculum Design

Outreach/informal education opportunities:

STE(A)M, health, college-prep, and more

• Mentor

○ science fair projects, lab-based research projects

• Design and teach classes
• Develop/coordinate programs

○ Curriculum, logistics, finance, etc

• Science communication

○ Public lectures (science in the news), writing

• One-time opportunities

○ Science fair judging, science festivals

• @MGH:

○ https://www.massgeneral.org/research/education/comm unity-outreach.aspx ○ https://www.massgeneral.org/research/education/under graduate-highschool.aspx

Opportunities Out There Right Now...

Hinton Scholars AP BIology Teaching (@HMS)

• Work with a group of approximately eight

Boston Public School students enrolled in AP Bio throughout the year from October to May

• Receive training and support on using

digital technologies to engage students and facilitate formative assessment

• Learn more by visiting:

https:/tinyurl/hinton19. Science Clubs at the Amigos School

• Looking for Mentors to help direct Science

Clubs at the Amigos School in Cambridge

• n Friday afternoons.
• co-teach the 12 girls in the class in one

subject over 8 weeks

• curriculum is easy to follow nd everything

is laid out for the Mentors to follow. They have 30 minutes before and after each club meeting to prep, clean and prepare for the next class.

• have clubs at Amigos for K, 1st Grade,

2/3rd graders; 4/5th graders.

• apply at

https://goo.gl/forms/pGj3W6AbosZTWcSG 3 HPREP (@HMS) - Health Professions Recruitment and Exposure Program

• Saturday health and science enrichment program for Boston-area high school students
• Aimed at increasing awareness and access to health and science careers
• Opportunities to mentor students, teach/develop lessons, labs, and workshops, or help with program

development and coordination

• Info sessions: Thursday Oct 4, 12:40pm-1:40pm (lunch provided!), TMEC 250 (Longwood Campus)
• Apply with this form

Resources

Resources

• Upcoming event: Teaching at Teaching Intensive Institutions Conference:

https://ocs.fas.harvard.edu/event/teaching-teaching-intensive-institutions-conference-westfield-state-university

• Evidence-Based Teaching Resources

○ Bok Center: https://bokcenter.harvard.edu ○ HILT: https://hilt.harvard.edu ○ CIRTL: https://www.cirtl.net/ ○ Harvard Extension School: https://www.extension.harvard.edu/teaching-opportunities-harvard-division-continuing-education

• HMS Curriculum Fellow Program (biology education journal club, workshops, and seminars):

○ https://curriculumfellows.hms.harvard.edu/calendar

• Education-Focused Postdocs:

○ IRACDA (NIGMS): https://www.nigms.nih.gov/Training/CareerDev/Pages/TWDInstRes.aspx ○ TEACRS (IRACDA program at Tufts): https://sackler.tufts.edu/academics/TEACRS ○ Curriculum Fellows Program: https://curriculumfellows.hms.harvard.edu ○ Harvard College Fellows Program: https://facultyresources.fas.harvard.edu/college-fellows-program

• Education Research:

○ PIER: https://cepr.harvard.edu/pier ○ Bok Center: https://bokcenter.harvard.edu/research-evaluation ○ NSEC: https://serc.carleton.edu/StemEdCenters/toolkit/DBER_resources/life_sciences.html

Resources

• Job Forums:

○ https://www.hercjobs.org ○ https://chroniclevitae.com ○ https://www.higheredjobs.com ○ https://qubeshub.org/community/groups/saber/jobs ○ https://communities.cirtl.net/c/communities/academic-careers-job-postings-17 ○ https://jobs.sciencecareers.org ○ https://www.asbmb.org/Careers/JobBoard ○ https://funfaculty.org

• Other Resources:

○ https://careernavigator.gradeducation.hms.harvard.edu ■ Events at/around HMS, including career development events and outreach opportunities ○ https://myidp.sciencecareers.org/ ■ Descriptions about different post-PhD careers and how to prepare/apply for them

Us!

Deepali Ravel <deepali_ravel@hms.harvard.edu> Tari Tan <taralyn_tan@hms.harvard.edu> Kate Mcdonnell-dowling <kate_mcdonnell-dowling@hms.harvard.edu>