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Thestateofgraduateeducation• Graduateeducationhashistoricallyfocusedonpreparationoffuture

academics/scholars.[1,2]• Therealitytodayisthatmostsciencegraduatestudentsgoontonon-

academiccareers.[3,4]• Aseducators,itisouraimtoequipeverygraduatestudentforsuccess,

inclusiveofallcareeraspirations.• Needtofocusoureffortsonpreparinganewtypeofscholar– onewith

astrongprofessionalidentitythattheycancarryintotheircareer–ratherthanpreparingastudentforaspecifictypeofcareer.

• TheCarnegieInitiativeontheDoctorateassertsthatgraduateeducationshouldproducestewardsofthediscipline:peoplewho“creativelygeneratenewknowledge,criticallyconservevaluableandusefulideas,andresponsiblytransformthoseunderstandingsthroughwriting,teaching,andapplication.”[2]

Theimportanceofprofessionalidentity• Professionalidentityisthe“internalizationofthenormsofthe

professionintotheindividual’sself-image…[and]theacquisitionofthespecificcompetenceinknowledgeandskills,autonomyofjudgment,andresponsibilityandcommitmentoftheprofession.”[5]

• Componentsofadisciplinaryidentityarecompetences(knowledge),performances(waysofbeing/doinginaparticulardiscipline),andrecognition(internal/external).[6]

• Professionalidentityformationrequiresonenotonlytolearnthecompetencesandperformancesrelatedtothatdiscipline,butalsowhythedisciplineisimportant,andhowtouseone’sexpertiseforthegreatergood.

Disciplinarystewardshipasameanstoformprofessionalidentity• Graduateeducationshouldsupportthegrowthof“thepersonality,

character,[and]habitsofheartandmind.”[7]• Morespecifically,graduateeducationshouldallowstudentstoconsider

howtheirdisciplinaryknowledgecansolvereal-worldproblems,[8]andserveapurposethatislargerthanone’scareertrajectory.[2]

IntroductionandBackground

TheP4 model

Theflowchartbelowillustratestheprocessoftheinteractionsbetweengraduatestudents(GSs)andteachercandidates(TCs).

TheP4 model,continued

AfterparticipatinginP4,GSsreportedpositiveimpactsintheareasofidentity,attitudes,andteachinginsights,inadditiontothepredictedbenefitsofP4 onGSteamworkandcommunicationskills.

Changesfromiteration1(Sp16)to2(Sp17)WefoundthatbyaddingtherequirementofGCOLL516inYear2positivelyimpactedtheexperienceofthegraduatestudentsandthepartnershipoverall.Theseimpactsincluded:• ThegraduatestudentswereabletodedicatemoretimetoP4.

→OUTCOME:ResultedinmorerefinedlessonplansfromtheTCs.• GShadamuchstrongerfocusonpedagogyandteachingasaresultof

activitiesrelatedtoGCOLL516.→OUTCOME:GSlessonsforTCsweremuchmoreactiveandengaging

ascomparedtothoseinYear1,whichreliedmoreheavilyonlecture.• GSwereengagedinthefullcycleoftheteachingexperience(after

teachinglessontoTCs,theymetmoreoftenwiththeTCs,reviewedtheTCs’lessonplans,andobservedtheTCspracticingthelesson).→OUTCOME:GSsawteachingasmoreofaniterativeprocessthana

one-timeevent.• AsaresultoftakingGCOLL516,GSs’reflectionsweremuchricher;they

werebetterabletoanalyzewhattheystruggledwithintheproject.→OUTCOME:theadditionofGCOLL516toP4 affordedthestudents

thechancetodevelopmetacognitiveawareness.

Findings Benefitstograduatestudents’skills

NextstepsFall2017:• SubmittedNSFInnovationsinGraduateEducationtoexpandprojectto

otherSTEMdisciplines.Spring2018:• Collectadditionaldatafocusedondevelopmentofgraduatestudents’

professionalidentities.• InterviewingresearchadvisorsaboutimpactofP4 onGSs’skills.• StreamliningGCOLL516toincreaseitsappealtoGSandadvisors.BeyondSpring2018:• Addressingthefollowingadditionalresearchquestions:

References1.Porter&Phelps,CanadianJournalofHigherEducation 44,54–67(2014)2.Golde,Envisioningthefutureofdoctoraleducation:Preparingstewardsofthediscipline(2006):Jossey-Bass,SanFrancisco,CA3.“Biomedicalresearchworkforceworkinggroupreport”NationalInstitutesofHealth 1–156(2012)4.Denecke,Feaster,&Stone,(2017):CouncilofGraduateSchools,Washington,DC5.Bragg,ERIC/HigherEducationResearchReportNo.7 ED132909,1–54(1976)6.Carlone&Johnson,JournalofResearchinScienceTeaching 44,1187–1218(2007)7.Elkana,Envisioningthefutureofdoctoraleducation:Preparingstewardsofthediscipline(2006):Jossey-Bass,SanFrancisco,CA8.O’Meara&Jaeger,JournalofHigherEducationOutreachandEngagement 11,3–26(2006)9.Czujko&Anderson,AmericanInstituteofPhysicsStatisticalResearchCenterReports1–60(2015)10.Bybeeetal.OfficeofScienceEducationandNationalInstitutesofHealthReport 1–232(2006)

• ThePhysicsandPreserviceTeacherPhysicsProject(P4)wascreatedin2016inresponsetoresearchfindingsthatdescribesoftskillssciencegraduatestypicallyneedtobesuccessful,including:o workinginateam.o workingwithothersfromnon-scienceprofessions.o communicatingtechnicalinformationtoanon-technicalaudience.o teaching/trainingothers.[9]

• GraduatestudentsinPHYS515havethechanceto:o Observefacultymemberusing5E,aninquirylearningmodel.[10]o Workwithteachercandidatestoteachthemaphysicsconceptand

supporttheirdevelopmentofalessonaroundthattopic.o Engageinotherreadingsandworkshopsabouttopicsinpedagogy.o Developreflectiveskillsthroughcourseactivities.

• Coursesinvolved:

Participants• Springof2016:fourgraduatestudents(threefemale,onemale).• Springof2017:twograduate(onefemale,onemale)– lownumbers

duetoadditionofGCOLL516withoutcommunicatingaboutbenefitsoftheprojecttoadvisorsofgraduatestudents.

Departmentsof1Curriculum,Instruction,andFoundationalStudies,2MaterialsScienceandEngineering,and3PhysicsJulianneWenner1,MeganFrary2,andPaulSimmonds2,3

P4:PhysicsandPreserviceTeacherPartnershipProject

Elementarytopicidentified

GSsmeetwithinstructors

GScreatelessons,receivefeedback

GSsteachTCs

TCsconstructlessonsforelementarystudentsandreceivefeedback

TCsteachlessonstoelementarystudents

ParticipationinP4

Identity

Attitudes

Insightsaboutteaching

Identityasanexpert(combattingimpostersyndrome)

Developingtheabilitytoclearlycommunicatetonontechnicalaudiencesisimportant

Elementaryteachersarenotprovidedcomprehensivetraininginscience

Identityassomeonewhocanteach/communicate

Teachingandbeingateacherisrigorouswork

Collaboratingwitheducatorsismutuallybeneficial

GCOLL516:ExplorationsofPedagogy

(Frary)

PHYS515:SolidStatePhysics

(Simmonds)

ED-CIFS333:Elementary

ScienceMethods(Wenner)

MethodsDatacollection,Spring2016Teachercandidates (N=11):• Completedsurveysabouttheirgraduatestudentpartners.• Questionsincludedtopicssuchashowoftentheymet,howhelpfulthe

instructionwas,howhelpfulthefeedbackfromtheGSswas,andwhatcouldbedonetoimprovethecollaboration.

• Interviewedtofollowupontheirresponsestothesurveys.Graduatestudents (N=4):• WrotereflectionsabouttheirexperiencesworkingwiththeTCs,

whetherornottheybelievedtheircontentknowledgewasimpacted,andwhatcouldbedonetoimprovethecollaboration.

• Interviewedtofollowupontheirresponses.

Datacollection,Spring2017Teachercandidates (N=12):• Tookthesamesurveyasthepreviousyeartotriangulateresponses

fromtheGSs’surveys.Graduatestudents (N=2),partlyviaGCOLL516,completed:• Areflectionontheirmeetingwiththefirstandthirdauthortodiscuss

thecontentandplantheirinstructionfortheTCs.• AreflectionontheirthreemeetingswiththeTCs.• AreflectionontheirobservationofED-CIFS3335EclasswiththeTCs.• Anend-of-semesterreflectiononwhathavetheyhavelearnedand

howtheyhadgrowneducationallyandprofessionallyintermsoftopicsrelatedtotheirGCOLL516experiences.

• GSsalsocompletedasurveyin2017thatcombinedquestionsfromthepreviousyear’swrittenreflectionandquestionsfromtheTCs’survey.

“BeingabletoplainlysaywhatI’velearnedisalotmorechallengingthanIthoughtitwouldbe.ButthatalsoreinforceswhatI’velearned.Soithelps.Goingthroughtheprocessofputtingallof

thisknowledgeintoplainlanguageisaverygoodprocess.”

“TakingGCOLLwasdefinitelyalotofextrawork,butwhenIgottovisittheelementaryschoolandseethelessonsIthought,"Thisiswaybetterthanwritingatermpaper."P4 gavemetheopportunitytolearnaboutteaching,andI'mgoingtotaketheexperiencewith

memovingforward (IwouldprobablyhaveforgottenwhatIresearchedinthetermpaperassoonasthesemesterended.).”

“Idefinitelywouldrecommendfuturestudentstotakepartinthis.Eveniftheyarenotinterestedinteaching,itwillattheveryleastimprovethemascommunicators.Theywillhavetolearnhowtobreakdownmaterialsothateventhosewithnobackgroundinthe

sciencewillbeabletounderstandit.”

“Ithinkitgivesaglimpseofviewingitfromtheoutsideperspectiveofhowotherpeopleviewwhatwedoandhowtocommunicate

whatwedotothosewhoaren’tentrenchedinthiskindofscientificconcept. ...Perspectiveisgoodbecauseifwedon’thave

theperspective,thenwecan’tworkoutourownproblems.”

Inwhatwaysdoimpactsonthegraduatestudentparticipantsvarydependingontheirattributes,forexamplediscipline,academiclevel,plannedcareerpath,anddemographic

background?

Inwhatwaysdoesparticipationaffecttheattitude/outlookofthe

graduatestudents’facultyadvisors?

Inwhatwaysdoesparticipationaffectdevelopmentofgraduatestudent

professionalidentity?

Inwhatwaysdoesthecontextoftheacademicdisciplineanddepartmentalsettingimpactdesigndecisionsandhencescalabilityandtransferability?

AcknowledgementsThisworkwassupportedbytheNationalScienceFoundationunderNSFCAREERGrantNo.1555270,andtheWIDERPERSISTprojectatBoiseStateUniversity(NSFawardDUE-1347830).