GIFT stands for Graduate Identity Formation through Teaching and is a three-year funded project through the National Science Foundation’s Innovations in Graduate Education (NSF IGE) program. The research team, led by Wenner, is a collaborative effort between Boise State’s College of Education (Wenner (BePress Works site)), College of Arts and Sciences (Simmonds (Dept. of Physics site)), College of Engineering (Frary (COEN site) and Simmonds (COEN site)) and the Institute for STEM and Diversity Initiatives (Llewellyn (STEM site)).
In the GIFT educational model, graduate students in STEM disciplines serve as content experts, teaching preservice elementary teacher candidates STEM content on an adult level. The teacher candidates transform this content into 15-minute mini-lessons that are aligned with science and engineering standards for elementary students at local Title I elementary schools. GIFT uses teaching – defined in the broadest sense as the application of disciplinary knowledge and clear communication of that knowledge to others – to promote professional identity formation among STEM graduate students. Funding will allow the GIFT team to scale up the original collaborative project (see our article or our poster for more information) to collaborate with graduate students in physics, geosciences, biosciences, and mechanical/biomechanical engineering.
For more detail on the project, please see the NSF award summary.
You can also visit Boise State’s press release about GIFT in the Update.
- Pedagogy does not only apply to teaching; instead I think of it as a way to communicate information in a way that people will learn. In that way, I am interested in learning skills that will help me communicate my research and its importance. I think I can use some of the techniques I’ve learned to help people to understand what I’m talking about.
- I actually knew a quite a bit more than I originally thought…I am more confident in what I’ve learned.
- I’ve been ‘lucky’ enough to live with the idea of impostor syndrome for a few years now… [But] the majority of this partnership has been me being the “expert”.
- Knowing how to give a presentation is one thing, but it does not really teach you how to have a conversation. The back and forth of [teaching] … [is] making your mind more agile by doing backflips on the spot, [and] coming up with questions.
- I feel that now I have a solid foundation for my teaching, and if a class or other teaching responsibility were thrown at me, I would have the starting ideas and resources to rise to the responsibility.
- Working with the teachers was great, because I enjoyed explaining to them how science works. When they started to understand what I was saying they started asking more questions and they eventually felt so comfortable with the subject…I now appreciate the gap we have in school when it comes to science education. We do not have enough teachers who are comfortable explaining basic concepts, and people like us need to step in and fill that void.
- I now truly have a greater respect for elementary teachers, and I can say with confidence now that they must be paid more money!
Graduate Identity Formation through Teaching 2018-2021 Innovations in Graduate Education Grant National Science Foundation No.1806698