Artifact #7: Presenting TAR Project at the 2018 Teaching and Learning Symposium
I participated in the Delta internship to gain experience using the teaching-as-research model in order to progress as an instructor. The internship allowed me to test pedagogy found in the literature in a classroom setting, as well as collaborate and learn from a group also exploring their own best teaching practices through the scientific method. To learn more about my specific internship project, please see Artifact #6: Summative Report.
I chose to present my work at the 2018 Teaching and Learning Symposium to share the results found with the UW-Madison community and to perhaps gain insight from others on further work that we could explore. Below is the poster shared:
I chose to present my work at the 2018 Teaching and Learning Symposium to share the results found with the UW-Madison community and to perhaps gain insight from others on further work that we could explore. Below is the poster shared:
Reflection
I enjoyed creating this poster as another way of pushing my communication and presentation skills. Sharing results in a talk or a poster is much different than writing a paper on the topic, and really encourages you to hone in on what exactly you want to convey to your audience. I really appreciated the questions I was asked while developing the poster to help me focus on what I want my audience to gather from all the data that we've collected. With a project as large as ours, it is difficult sometimes to pinpoint exactly what I hope people come away with, so it's good to be reminded to focus on the big picture.
I got great feedback from people about the project. Many had not seemed to consider implementing such a technique in the classroom before, and felt the training that peer leaders received was valuable for all, especially graduate students. I was also asked if we were going to expand our peer leader focus groups beyond just Exploring Biology and venture into interviewing other IMPaCT-trained peer leaders to gauge their experiences in mentoring. While that is something we'd (potentially) be interested in exploring further in the future, we want to make sure we aren't overwhelming ourselves just yet.
I got great feedback from people about the project. Many had not seemed to consider implementing such a technique in the classroom before, and felt the training that peer leaders received was valuable for all, especially graduate students. I was also asked if we were going to expand our peer leader focus groups beyond just Exploring Biology and venture into interviewing other IMPaCT-trained peer leaders to gauge their experiences in mentoring. While that is something we'd (potentially) be interested in exploring further in the future, we want to make sure we aren't overwhelming ourselves just yet.