Skills Development Programs for Research Students at the Australian National University

1. Skills Development Programs for Research Students at the Australian National University Dr Elizabeth A. Beckmann Research Student Development Centre Australian National University Canberra, Australia

2. EA Beckmann, RSDC, ANU

3. Context 1 Postgraduates comprise 25% of the ANU student body (n=18,000). About half of these PGs (n=2,300) are studying Higher Degree by Research (almost all PhD). EA Beckmann, RSDC, ANU

4. Context 2 Historic data tells us about 65% of these RS(mostly the men!) will go on to an academic career. This means ANU is producing ~ 200-240 new academics a year. Many are already at the teaching coalface as tutors, demonstrators or sessional lecturers. EA Beckmann, RSDC, ANU

5. Research Student Development Centre Created in March 2008 to help research students (RS) develop their academic and professional skills. Designs, develops, promotes & delivers appropriate training programs, with a focus on • Research skills • Teaching skills • Transferable skills • Personal development strategies. Models / promotes excellence in professional skills training. EA Beckmann, RSDC, ANU

6. Welcome, Orientation & Induction Formal and informal Orientation &Welcome events create opportunities for new students tointeract with student services’ staffand one another. Induction events focus on “getting your research off to a good start”. EA Beckmann, RSDC, ANU

7. TOAST (Tool for Online Assessment & Skills Training) • An online series of quizzes that allow students to assess their current skill levels. • Each quiz ends by identifying the kinds of skills that the student could develop further. • Very flexible and responsive: any ANU skills training provider can set up a quiz on a relevant particular skill development area. EA Beckmann, RSDC, ANU

8. Academic & Professional Skills Program • Provides generic research skills training for RS. • 7-9 month program of diverse free-choice 2-hour skills training sessions. • Delivered by specialist staff from relevant ANU centres, with diverse topics. • In 2010 • 23 sessions between April and October • 568 attendances (average 25/session). EA Beckmann, RSDC, ANU

9. Annual celebration focuses on how RS contribute to research and teaching life of ANU. ResearchFest provides a week of activities designed to inform and stimulate: a mix of inspiring talks, challenging competitions, and thought-provoking events. EA Beckmann, RSDC, ANU

10. Social Interaction Networks 1 In 2010, an internal innovation grant allowed new focus on self-development programs (6 sessions) Social Cooking Group • For RS tired of fast food! • To improve students’ cooking skills, confidence, and imagination in a relaxed social setting. • RSDC provides all food / equipment. English Conversation Group • For RS wanting more fluency. • Includes fluent English speakers. • Weekly lunchtimes, themed conversations. EA Beckmann, RSDC, ANU

11. Social Interaction Networks 2 Living with a PhD student • Monthly Wine & Cheese Nights for PhD students and their ‘carers’. International Women Research Students • Sharing experiences and developing strategies for studying, networking, and getting the most out of their PhD. Combining Parenting with Research • Open to mothers, fathers & ‘expectants’. • Children welcome (baby change facilities & toys provided). EA Beckmann, RSDC, ANU

12. Training for University Teaching • Graduate Teaching Program (GTP). • Pinnacle Teaching Program. • Foundations of University Teaching & Learning(with Centre for Educational Development & Academic Methods). • Learn Online. • SIDECARS. EA Beckmann, RSDC, ANU

13. Graduate Teaching Program (GTP) Practice-based semester-long program, introduced in 1995. Support and development for PhD students who are teaching as ANU tutors and demonstrators. 1000th participant this year. In 2008, received national Australian Learning & Teaching Council award for Services Supporting Student Learning. EA Beckmann, RSDC, ANU

14. Graduate Teaching Program (GTP) Strong demand for places (>100 applications each year) but participants must have part-time teaching position. Sponsorship available to departmentsto take on tutors participating in GTP. In 2010, 60 students graduated from the GTP (27 sponsored by RSDC, $42,500). Participation satisfaction very high • 99% would recommend participation. EA Beckmann, RSDC, ANU

15. GTP Feedback 1 Adele Morey Women's Studies It was comforting to know that the GTP was on every week of teaching. It provided a sense of support and a continual reminder that you weren't out there alone working under pressures that no-one else had ever encountered. It provides a great source of support if you don't have much teaching experience and are feeling a bit isolated, confused or stressed. EA Beckmann, RSDC, ANU

16. GTP feedback 2 Brad Cummings Musicologyappointed to academic position [The value of the GTP] was enormous. Not only was I able to get sufficient experience and develop enough teaching skills to make myself competitive with international applicants, but as part of the selection process I had to give a demonstration seminar attended by the selection panel and if I hadn't done the GTP I would either have been too nervous to do anything, or I would have pitched the material at too advanced a level. EA Beckmann, RSDC, ANU

17. Pinnacle Teaching program • Introduced in 2008, Pinnacle is a more intensive program aimed at helping RS make transition from tutor to course designer/deliverer (course convenor). • Each RS paired with teaching academic as guide/mentor. • Intensive teaching tasks (classes, course design etc) • Significant time commitment—recognised by $2,500 scholarship on completion (but places therefore limitedby available funding). • 25% credit for ANU Grad. Cert. Higher Education. • 20 participants in 2010. EA Beckmann, RSDC, ANU

18. Learn Online • Set of self-paced online modules to help RS think about the practical and research sides of teaching within an academic career. • Primarily supports Pinnacle, but also stand-alone. • Each module focuses on specific aspect (e.g. assessment) and guides the participant through reflection on some relevant theory and concepts. • Each module takes 8-10 hours to complete. • In 2010, 41 research students completed one or more modules. EA Beckmann, RSDC, ANU

19. SIDECARS Support, Inspiration, Development for Early Career Academics and Research Students. An ANU Learning Community initiated by past Pinnacle/GTP participants to continue / extend their informal engagement with teaching and professional skills to support one another as course designers / deliverers. EA Beckmann, RSDC, ANU

20. Foundations of University Teaching& Learning • Offered with Centre for Educational Development & Academic Methods. • For ‘early career’ academics, including RS, who want to explore teaching in the ANU context. • Useful teaching development pathway for RS who are not currently teaching. • Awarded 2010 Vice Chancellor’s Teaching Excellence Award for Program that Enhances Learning EA Beckmann, RSDC, ANU

21. Writing Partners Structured program of mutualsupport and obligation to helpRS in their writingtaskse.g. thesis chapters, journal papers, research proposals, conference presentations, etc. EA Beckmann, RSDC, ANU

22. Writing Partners • Students are helped to: • Think about their personal approaches to writing (e.g. procrastination, space/time, scheduling) • Identify individual writing goals and interim tasks • Create a time-limited (4 week) social support structure (3-4 students). • Make a self-focused ‘writing contract’. • Identify ways they can support their peers in remaining committed to this contract. EA Beckmann, RSDC, ANU

23. Writing Partners feedback 1 [I liked] sharing war stories and helpful hints (the best being not to turn on internet/email in the morning until you have done two hours' writing). … Open[ed] my mind to try something I should not have thought would work, that is, the writing appointment with other RS. We sit for two hours in silence and work away. I found this very useful for tackling the hard jobs. No way to avoid them or procrastinate. EA Beckmann, RSDC, ANU

24. Writing Partners feedback 2 [The best thing was]: • the social support in writing and the 'energy' I drew from writing together with other PhD students at the same level as myself. • the process of actually thinking about all the things that stopped me from writing and then thinking about how I could go about changing that. Drawing attention to the ways in which we write or don't write and thinking through how to write more effectively really helped. EA Beckmann, RSDC, ANU

25. Resilience of Women Research Students (RoWRS) Addresses special needs of women research students (as identified by research literature and local statistics). Special funding from ANU Academic Women’s Career Advancement Fund and ANU Division of Registrar and Student Services. Background research on design included reviewing branded women’s development programs offered at Oxford/Cambridge. Aimed at women RS in middle/final period of candidature. Pilot run in Semester 2, 2010: revised version in 2011. EA Beckmann, RSDC, ANU

26. Resilience of Women Research Students (RoWRS) 2010 program had significant input (3 days) from professionaldevelopment consultant. 2011 program run in-house. Program includes skills trainingin assertiveness, goal-setting, time management, networking, and other components of resilience. Emphasis on ANU academic women as guest speakers speaking very personally on opportunities, benefits and costs of academic careers for women. EA Beckmann, RSDC, ANU

27. RoWRS feedback 1 So many people tell us that we “can't” do things. I found RoWRS to be enabling and empowering, and all about “can do”. I met women who were juggling children, pregnancy, family commitments, work and study and cramming way more into their days that I manage to ... and that's inspiring! EA Beckmann, RSDC, ANU

28. RoWRS Feedback 2 • [RoWRS] reinforced what I struggle with every day—trying to make it as an academic as a woman. ... It was nice to know that others faced the same dilemmas as me and had [developed] similar effective strategies for dealing with them. • ... to bring other women across campus together—this was really the most extraordinary benefit. EA Beckmann, RSDC, ANU

29. RoWRS Feedback 3 … one of the things I find hardest about the PhD … it really is an emotionally draining task as well as intellectually. The work you are doing becomes so personal. … The parts of [RoWRS] that I have found the most rewarding have been the personal stories. I find it refreshing to hear someone say 'Yes, this is hard, there will be bad bits, very bad bits, but without those bad bits it wouldn't be life, would it?' EA Beckmann, RSDC, ANU

30. RoWRS Feedback 4 [Do I want a career in academia?] Absolutely! At first we discussed a lot of the problems, difficulties and negative elements of academia and I felt less inspired to pursue academia but once we started focusing on all the freedom, flexibility and satisfaction that can be derived from this area, my inspiration to continue pursuing academia was renewed. But it was good to hear about the realities: the time demands, competition, rejection, frustration and struggles. I think I have a clearer sense of what I want and how that comes with some boundaries and that I need to be firm about those to feel happy and balanced. EA Beckmann, RSDC, ANU

31. RoWRS Feedback 5 • Every speaker had different rich life experiences with which they demonstrate that adversity can be overcome by being determined. • Helped me to look at my life in a different way ... • RoWRS has made me restless and brave! EA Beckmann, RSDC, ANU

32. RoWRS: the Sequel? I know male research students who need help with resilience and social support too. (RoMRS???) EA Beckmann, RSDC, ANU

33. RSDC Staff EA Beckmann, RSDC, ANU

34. EA Beckmann, RSDC, ANU