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- For Research Personnel
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- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
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- Welcome Kaitlyn Watson!
- Authentic learning transforms large epidemiology course: students find personal meaning in public health research
- Developing AI-resistant teaching through story-centered approach
- Life-changing plant course reveals how to help students see the green world around them
- Strategic repetition transforms mobile computing education: students master challenging topics through distributed practice
- Beyond grades: Ungraded portfolios transform teacher education
Investigating the Impact of Professional Development Programming for Graduate Students
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Mary Ellen Kelm, Dean of Graduate Studies, Professor of Department of History
Project Team: Nicole White, Head, Research Commons, Library, Sue Hampton, Coordinator of Professional Development Programs, Graduate Studies, Stephan Struve and Juliana Yeung, research assistants
Timeframe: August 2015 to September 2016
Funding: $5,000
Area addressed: APEX Program and Research Commons
Final report: View Mary-Ellen Kelm's final report (PDF)
Description: At 911吃瓜 there are multiple units offering non-credit professional development programming to graduate students. According to the literature, professional development increases a student鈥檚 success in graduate school as well as contributes to their successful transition from graduate work into both academic and non-academic careers. However, the impact of these programs is not systematically evaluated at 911吃瓜. Two of the units involved in the development of programming for graduate students, the Research Commons and the Dean of Graduate Studies office, would like to investigate the impact of their programming. Our inquiry focuses on evaluating student learning and student experience鈥攊n particular how student success, experience, and sense of agency are enhanced by the types of professional development programming delivered through the APEX program and through the programming of the Research Commons.
Questions addressed:
- What definitions of 鈥渋mpact鈥� circulate in the literature, amongst program developers, and amongst our students?
- How are other established professional development programs in higher education assessing their programs鈥� impact on students?
- What types of evaluative mechanisms are appropriate to develop for our purposes?
- Looking at our own programs, what impact does our programming have on graduate students?
Knowledge sharing: We plan to share the results of our impact evaluation with our partners at 911吃瓜 (other professional development providers), as well as with academic units and graduate programs. Many units will benefit from our experience in designing this impact evaluation. Graduate students will also benefit as the results of the inquiry will result in revisions to programming.
McLaughlin, S., White, N., Cameron, A., & Kelm, M.E. (2017, March). Building community and enabling student success: 5 reasons why graduate students love thesis boot camp. Panel session at the Association of College & Research Libraries (ARCL 2017), Baltimore, MD.
Keywords: professional development; graduate students