skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Award ID contains: 1821460

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; ; (, College Teaching)
    By encouraging the development of a community of practice, peer mentoring can be a high impact component of a teaching professional development program. However, in implementing our program for novice instructors in the mathematical sciences, we found that pairing up peers and encouraging regular meetings was insufficient to create this desired connection. This article describes our solution, a just-in-time conversation tool called Office Talks, and the impact it had in creating rich mentor-mentee relationships. We provide steps to help others in designing office talks that fit the unique needs of their peer-mentoring program. 
    more » « less
    Free, publicly-accessible full text available December 16, 2025
  2. ; ; (, 26th Annual Conference on Research in Undergraduate Mathematics Education)
    In this paper, we compare the types of teaching feedback that graduate student instructors provide their peers in comparison to more senior faculty at a large research-oriented university. Additionally, we consider the challenges and benefits that graduate student instructors report concerning providing teaching feedback to a peer. Our results reveal that graduate student instructors and faculty contribute distinct perspectives on teacher growth and together can form a strong support system for first-time graduate student instructors. Additionally, while observing a peer does pose real challenges, we found that graduate student instructors develop strategies to overcome these and report more benefits than difficulties. 
    more » « less
    Accepted Manuscript Full Text Available