STEMskiller: Skill Set Map for Mentors of Early Career Researchers

LEARNING, TEACHING, AND SUPERVISING

Techniques: Early career researchers in the classroom

Definition:

The term “teaching and supervision basics” incorporates many aspects of the teaching and learning theory and practice. Some institutions provide basic classes to their faculty members, sometimes in a mandatory fashion. The goal: to improve the quality of management, mentoring, and classroom or online teaching for the institution and to prepare faculty members for improving management, mentoring, and teaching and learning interactions. Basics deemed necessary by institutions or societies may change over time in response to societal trends (as witnessed in early 2020 with a swift move to online instruction, necessitating new understandings on the eLearning environment).

Useful resources on Classroom techniques for early career researchers:

Berkeley Center for Teaching & Learning. (2020). Resources. https://teaching.berkeley.edu/resources

Relevant and timely guides to: Remote Best Practices, How Students Learn, Experiment and Iterate, Assessment and Evaluation.

Berkeley Graduate Division Graduate Student Instructor Teaching & Resource Center. (2020). Faculty resources. https://gsi.berkeley.edu/faculty-departments/

Comprehensive, detailed mentoring guides for faculty working with GAs/GTAs/GRAs (GSIs).

Tags: IPS IA; IPS CritT; IPS CreaT; IPS WC; IPS OC; IPS R; IPS QL; IPS IL; IPS T; IPS PS; PSR CE; PSR IKC; PSR ER; PSR LL; PSR GL; IAL IntL; CompQ

Peer Review: None

Table of contents:

2.2. Techniques: Early career researchers in the classroom

2.2.1. Curriculum design

2.2.2. Course development

2.2.3. Exam preparation

2.2.4. eLearning, learning management systems, teaching technologies

2.2.5. Assessment/evaluation (including grading/marking, rubrics, course evaluation, other forms of assessment): definitions, concepts, examples
2.2.5.1. Feedback
2.1.5.2. Formative assessment
2.1.5.3. Summative assessment (grading/marking, including rubrics)
2.1.5.4. Self and peer assessment
2.1.5.5. Course evaluations
2.1.5.6. Assessment-outcome alignment
2.1.5.7. Academic misconduct (plagiarism, cheating)

 

Author: Stephanie Krueger

Peer Reviewer(s): None

Last Updated: February 8, 2021