Factors of success: building and sustaining teaching professional development opportunities for doctoral students and postdocs

Hill, Lucas B.; Austin, Ann E.; Bantawa, Bipana; Savoy, Julia N.

doi:10.1080/07294360.2019.1616677

Cited by 9 publications

(4 citation statements)

References 29 publications

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“…We have previously reported on an effective graduate student and postdoctoral scholar professional development pipeline at the DTEI (Mann et al, 2022), which addresses the need to develop future faculty in the ever-changing higher education landscape, including developing soft skills and evidence-based teaching practices (Adams, 2002;Austin & Wulff, 2004;Connolly et al, 2018;Hill et al, 2019;Roberts, 2002). Here, we evaluated the effectiveness of two of our programs, the Developing Teaching Excellence course (390X) and the Pedagogical Fellows (PF) Program, in bolstering pedagogical knowledge.…”

Section: Discussionmentioning

confidence: 99%

Beyond Instructional Development: An Exploration of Using Formal Pedagogy Training to Benefit Perceived Quality of Life and Sense of Community in Graduate Students

Mahavongtrakul

Hooper

Mann

et al. 2021

To Improve the Academy: A Journal of Educational Development

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The Association of American Colleges and Universities calls for improvements in teaching preparation in graduate programs as a transferable skill for future faculty. However, the amount of institutional and faculty support for these programs is limited. For the relatively few programs that exist, rarely do they have their outcomes assessed in a data-driven manner. This is disconcerting considering that participation in professional development can improve work-life balance, and graduate students often work long hours, suffer from mental health issues, and face increasing career competition. In this case study, we explore how two teaching development programs impacted pedagogical knowledge, perceived quality of life, and sense of community in graduate students at the University of California, Irvine. Using a mixed methods approach, we demonstrate that participants in our introductory quarter-long Developing Teaching Excellence course increased their pedagogical knowledge, and participants in both our introductory course and our advanced year-long Pedagogical Fellows Program reported having improved quality of life and sense of belonging. Most commonly, participants framed these pedagogical programs/courses as providing a safe and inclusive space to explore teaching in an interdisciplinary manner; a network of like-minded and supportive peers; and an opportunity to develop greater confidence in teaching, mentorship, and other aspects of graduate life such as conducting research and entering the academic job market. Taken together, our results indicate that providing a structured, nurturing environment for graduate students to develop their pedagogical knowledge and practice may lead to improved quality of life and sense of belonging.

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Section: Discussionmentioning

confidence: 99%

Beyond Instructional Development: An Exploration of Using Formal Pedagogy Training to Benefit Perceived Quality of Life and Sense of Community in Graduate Students

Mahavongtrakul

Hooper

Mann

et al. 2021

To Improve the Academy: A Journal of Educational Development

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show abstract

“…Recent research has developed insights into predictors of successful career development, demonstrating different conceptions of success in various facets of academic roles. Hill et al (2019) investigated the key elements to consider in building and sustaining academic development programs for ECAs. In their quantitative study, Matthews et al (2014) reported ECAs' attitudes and perceptions of teaching versus research and involvement in academic development.…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of Academic Development (Research and Teaching) in Enabling Quality Teaching

AL-Rawi

Auckaili

Lazonby

2022

9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Confere

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Extensive research has been carried out regarding the theoretical framework of what constitutes effective teaching at higher education. Some focused on the barriers that inhibit effective teaching including limited training in teaching for research-active academics, and poor systems for academic development in terms of structure and effectiveness at the institutional level. By reviewing the literature, only limited studies focus on academics' perspectives regarding academic development, hence this is a topic for further investigation.

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“…The teacher is an essential factor in determining educational goals and objectives (Hill et al 2019). They help students in shaping character, determining life values, moral values, and social values (Batu, 2010).…”

Section: Young Gifted Education and Teachers' Identity Crisismentioning

confidence: 99%

Empowering of the teacher’s identity crisis for supporting quality young gifted education

Muslimin

2020

Journal for the Education of Gifted Young Scientists

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To support good education for young gifted children, needed teachers who have a strong character, in terms of principles, professionalism, and identity. If the teachers who teach these gifted children have weak characters, either because of internal or external factors, then the resulting education is not optimal. One of the important factors that must be considered is the teacher's identity. The topic of empowering teacher's identity in young gifted education has less attention from researchers even though this theme is essential to study. This study aims to determine the problems faced by private school teachers in young gifted education, how it impacts their professional identity crisis, and what strategies proposed to strengthen their identity crisis? Research conducted a qualitative approach. Data were collected through open questionaries distributed to 45 teachers. After data analyzed qualitatively, the researcher goes to choosing 16 teachers involved in the Focus Discussion Group (FGD) for deepening the theme and data validity. This study revealed that teachers of private elementary schools face many problems, which in turn losing their teacher's professional identity. Three types of teachers concerning identity crisis were founded. Most of them vulnerable to change their teacher's professional identity. Strategies to empower their identity crisis as professional teachers proposed.

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Factors of success: building and sustaining teaching professional development opportunities for doctoral students and postdocs

Cited by 9 publications

References 29 publications

Beyond Instructional Development: An Exploration of Using Formal Pedagogy Training to Benefit Perceived Quality of Life and Sense of Community in Graduate Students

Beyond Instructional Development: An Exploration of Using Formal Pedagogy Training to Benefit Perceived Quality of Life and Sense of Community in Graduate Students

The Role of Academic Development (Research and Teaching) in Enabling Quality Teaching

Empowering of the teacher’s identity crisis for supporting quality young gifted education

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