The Effects of Teaching Development Programs on Doctoral Students in STEM

Session Type: Symposium

Abstract

Although preparing future faculty more effectively as undergraduate educators has become a higher priority in the national STEM agenda, we know little about the short- and long-term effects of teaching development programs for doctoral students. This symposium brings together three papers from the Longitudinal Study of Future STEM Scholars, each taking a different perspective to examine the effects of teaching development programs on doctoral students and doctorate recipients. Findings from the three studies indicate that doctoral students' gender and field of study are significant influences on whether they participate and how much, why they participate, and the presentation formats they prefer. Two scholars of doctoral education serving as discussants will critically examine this work and discuss its implications for policy and practice.

Sub Unit

• SIG-Doctoral Education Across the Disciplines

Chair

• Mark R. Connolly, University of Wisconsin - Madison

Papers

• Influences on STEM Doctoral Students’ Participation in Teaching Development Programs - Mark R. Connolly, University of Wisconsin - Madison; Yougeon Lee, University of Wisconsin - Madison; Ann E. Austin, Michigan State University

• Postsecondary Teaching, Doctoral Training, and “Women’s Work” in STEM: A Mixed-Methods Analysis of Gendered Experiences in Teaching Development Programs - Ross Benbow, University of Wisconsin - Madison; Mark R. Connolly, University of Wisconsin - Madison

• Effects of Doctoral Teaching Development Programs on STEM Doctoral Students’ College Teaching Competency - Mark R. Connolly, University of Wisconsin - Madison; Yougeon Lee, University of Wisconsin - Madison

Discussants

• Ann E. Austin, Michigan State University

• Sandra L. Laursen, University of Colorado Boulder