BACKGROUNDPrior research on the instructional use of screencasts (video of a computer screen output with realtime audio commentary) suggests that this technology is perceived by students as beneficial and results in improved course performance. PURPOSEThis study explores how and why students use screencasts, as well as why some students choose not to use them. The study also investigates whether the perception that screencasts are helpful aligns with the reality of students' course performance. DESIGN/METHODA quantitative study was conducted throughout two semesters in an undergraduate engineering survey course at a large public university. The investigation used a student perceptions survey and case study analysis to explore the connection between screencast use, the perception of having gained a deeper understanding of the course material based on this use, and actual course performance. RESULTSFindings indicate that students' preferred strategies for using screencasts are related to the frequency of use and the degree of understanding. Students who use the screencasts more and perceive them to have increased their understanding demonstrate increased competence on particular exam questions. Only those students who actively chose not to use screencasts (compared to those who forgot or ran out of time) show no detrimental effects on their performance. CONCLUSIONOur findings highlight both the perceived and actual value of screencasting to students and the ways this technology is used. This research suggests that screencasting may promote self-efficacy among undergraduate engineering students.

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In this role, she is responsible for teacher training for new engineering graduate student instructors (GSIs), consultations with faculty and GSIs on pedagogy, workshops on teaching and learning, and preparing future faculty programs. Prior to joining CRLT, she earned her B.S. degree in Fire Protection Engineering from the University of Maryland and her M.S. and Ph.D. degrees in Mechanical Engineering from the U-M. Her current research interests include the effect of instructional technology on student learning and performance, effective teaching strategies for new graduate student instructors, and the impact of GSI mentoring programs on the mentors and mentees.

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The Preparing Future Faculty (PFF) initiative for graduate students was launched in the United States in 1993 as a partnership between the Council of Graduate Schools and the Association of American Colleges and Universities to prepare graduate students for faculty careers at different institutional types and to provide them with teaching‐related professional development. PFF programs have proliferated U.S. universities over the last two decades, but there has been limited research on the long‐term impact of these programs. This study at the University of Michigan examines the career paths and attitudes of graduate students who participated in an annual, intensive, five‐week PFF seminar between 2007 and 2013. The descriptive study explores the following research questions: (a) What are the career outcomes for PFF seminar participants compared with nonparticipants? (b) Does the exposure to a variety of institutional types in the PFF seminar lead to a greater appreciation of and openness to job opportunities at diverse institutions? and (c) Does the PFF seminar assist graduate students in their job searches and their chosen career paths? The results of this study contribute to our understanding of what universities can do to effectively prepare graduate students for their future careers.