Preparing Doctoral Students as Effective Teachers: The Impact of a High-Engagement Teaching Development Experience

• In Event: 58.063 - Developing Practitioners

Abstract

This paper investigates the impact of teaching- development (TD) programs on the teaching and career preparation of science, technology, engineering, and mathematics (STEM) doctoral students. We examined the experiences of students participating in TD programs offered by the Center for the Integration of Research, Teaching, and Learning (CIRTL), a national organization of 46 universities focused on preparing the next generation of STEM faculty. Using survey and interview data, the paper examines (1) the impact of TD participation on doctoral students’ teaching behaviors, confidence in their teaching abilities, and career aspirations; (2) variations in the impact of TD in relation to organizational program design; and (3) variations in the impact of TD in relation to demographic characteristics (e.g., gender and race/ethnicity).

Authors

• Ann E. Austin, Michigan State University

• Lucas Benjamin Hill, University of Wisconsin - Madison

• Jessica Schein, Michigan State University

• Meg Akehi, Michigan State University