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This Concept Map, created with IHMC CmapTools, has information related to: IUSE Theory of Change Draft 2, Novice GSIs need instructional support (based on pilot data) Need to Implement Peer- Mentorship Program at Three Universities (RQ2.2), Providing access to instructional resources Informs Future Iterations of Peer-Mentoring Process (RQ2.1 & 2.2), Peer-Mentoring Process (Cohorts of 3-4 novices with one mentor) Involves Mentors Providing access to instructional resources, Facilitating small group meetings at least twice a month Informs Future Iterations of Peer-Mentoring Process (RQ2.1 & 2.2), Propose peer- mentorship program to universities Results in Peer-mentorship program institutionalized, GSIs' increased use of student- centered teaching techniques Leads to Better-equipped, more effective STEM faculty, Observing proteges & post-observation feedback 3 times a semester Leads to Novice GSIs have increased pedagogical knowledge and skill (RQ1.1), Increased undergrad success in STEM- related majors Impact Improved undergraduate progress to STEM professions & graduate programs, Implement Peer- Mentorship Program at Three Universities (RQ2.2) Consists of Mentor Seminar (Facilitated by PI & co-PIs at their Universities), Improved undergraduate learning outcomes (grades & completion) (RQ1.2) Impact Increased undergrad success in STEM- related majors, Novice GSIs have increased pedagogical knowledge and skill (RQ1.1) Results in GSIs' increased use of student- centered teaching techniques, Providing access to instructional resources Leads to Communities of Practice in Math departments that discuss teaching and learning, Peer-Mentoring Process (Cohorts of 3-4 novices with one mentor) Involves Mentors Facilitating small group meetings at least twice a month, Facilitating small group meetings at least twice a month Leads to Novice GSIs have increased pedagogical knowledge and skill (RQ1.1), Mentor Seminar (Facilitated by PI & co-PIs at their Universities) Prepares mentors for Peer-Mentoring Process (Cohorts of 3-4 novices with one mentor), GSIs' increased use of student- centered teaching techniques Results in Improved undergraduate learning outcomes (grades & completion) (RQ1.2), Future Iterations of Peer-Mentoring Process (RQ2.1 & 2.2) Informs program adaptations, as needed Implement Peer- Mentorship Program at Three Universities (RQ2.2), Evidence for cost- effectiveness of peer-mentorship program (RQ2.3) Leads to Propose peer- mentorship program to universities, Implement Peer- Mentorship Program at Three Universities (RQ2.2) Consists of Peer-Mentoring Process (Cohorts of 3-4 novices with one mentor), Increased undergrad success in STEM- related majors Results in Evidence for cost- effectiveness of peer-mentorship program (RQ2.3)