ACTOR Trainees Experience Diverse Undergraduate Learning Environments
Authors: Beason-Abmayr Beth , Martinez-Vargas Marina , Catanese Daniel J. , Amin Shivas , Ribes-Zamora Albert , Haseltine Derek 
Published: April 2020

Exposure to undergraduate classrooms is limited at health science institutions. ACTOR (Acquiring Competencies in Teaching through Observation & Reflection) was developed by the Career Development Center at Baylor College of Medicine (BCM) to improve the teaching skills and qualifications of graduate students and postdoctoral fellows in the biomedical sciences. BCM established partnerships with the University of St. Thomas, a minority serving primarily undergraduate institution, and with Rice University, an R1 institution, to provide trainees with insights into higher education pedagogy and teaching careers. Four graduate students and four postdoctoral fellows from BCM were selected to participate in the program pilot, which included a classroom observation followed by a reflection activity, workshops and discussions with faculty, monthly journal clubs in teaching and science education, and development of a teaching statement. A graduate student and a postdoctoral fellow were paired for the classroom experiences and journal club presentations. Trainees were immersed in both upper and lower division courses; some of the courses were more research focused while others were more lecture based. Trainees were surveyed to assess their experiences and evaluate program design. Feedback from this initial cohort was highly positive, with most agreeing that their expectations were filled and reporting exposure to new pedagogical approaches, deepened existing knowledge of pedagogical approaches, confidence in their ability to apply new knowledge to their own teaching, and enhanced teaching strategies. The pairing approach between graduate students and postdoctoral fellows created connections and promoted sharing of knowledge. Based on trainee suggestions, the second offering of the ACTOR program incorporated several improvements: 1) The program started at the beginning of the semester, not midway through as with the pilot; this expanded timeframe allowed a second observation in each class. 2) Each pair visited three different classes during the semester. 3) Prior to each observation, collaborating faculty shared their learning objectives and/or teaching approach with the trainees. 4) The reflection sheets were optional and served as a guide for the observations. 5) In addition to all the activities in the pilot, trainees developed and demonstrated a 10–15 minute teaching activity that incorporated a “new” pedagogical approach. We will analyze surveys and feedback from the second cohort to shape future program offerings. In conclusion, the trainees, students, and faculty all benefit from these experiences. Students can ask the trainees questions about their decision to pursue graduate study and about their research projects. Faculty can share effective teaching strategies with the trainees and give career guidance. The added value that ACTOR trainees bring to the undergraduate classroom will sustain these new partnerships between BCM and the University of St. Thomas and Rice University. ACTOR Program followed Institutional Review Board (IRB) guidelines for BCM; course protocols were approved by the Rice University IRB (Protocol FY2017‐294).