Preparing STEM doctoral students for future faculty careers

Austin, Ann E.; Campa, Henry; Pfund, Christine; Gillian-Daniel, Donald L.; Mathieu, Robert D.; Stoddart, Judith

doi:10.1002/tl.346

Cited by 63 publications

(73 citation statements)

References 5 publications

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“…Many studies in the last decade have explored professional development approaches that may support the preparation of engineering doctoral students for academic careers or other careers that include teaching (e.g., Austin and colleagues 1,7 ). These studies highlight key factors that may affect a program's impact on a graduate student's overall experience within the program and after.…”

Section: Experiences Of Engineering Graduate Students In Academic Carmentioning

confidence: 99%

“…These studies highlight key factors that may affect a program's impact on a graduate student's overall experience within the program and after. The use of learning communities 1,7,13 and opportunities to network with faculty members 3 , for example, have been shown to support students' development as educators and their overall preparation for academic careers. In addition, research has identified areas for improvement in these programs, including a need for increased mentoring 6,14 , more explicit feedback 1 , and additional autonomy in the classroom 13,15 .…”

Section: Experiences Of Engineering Graduate Students In Academic Carmentioning

confidence: 99%

“…For instance, doctoral students may receive conflicting messages from faculty, program staff, and their peers regarding career pathways and the necessary preparation for those pathways 1,8 . "Advisors, particularly in STEM fields, may urge [their graduate students] to avoid spending too much time on teaching preparation in order to ensure sufficient attention to research" (pg.…”

Section: Experiences Of Engineering Graduate Students In Academic Carmentioning

confidence: 99%

“…To support doctoral students' preparation for academic careers, many institutions have established programs that provide opportunities for these future faculty to learn about educational theory and participate in mentored teaching practice [1][2][3][4][5][6] . The aim of many of these programs includes closing the gap between students' pedagogical training in graduate school and their entrance into faculty life 1,5,7,8 .…”

Section: Introductionmentioning

confidence: 99%

“…The aim of many of these programs includes closing the gap between students' pedagogical training in graduate school and their entrance into faculty life 1,5,7,8 . The students who participate in these programs engage in new ways of thinking about teaching and learning and explore potential new avenues for their future career as university faculty with teaching responsibilities 1,3,5,7,9 . Since these programs often focus on strategies appropriate for teaching undergraduates, they can also serve as a mechanism for improving the quality of undergraduate education 1,8 .…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Role of Institutional Climate in Preparing Engineering Doctoral Students for Academic Careers

Strong

Sekayi

2015 ASEE Annual Conference and Exposition Proceedings

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To support doctoral students' preparation for academic careers, many institutions have established programs that provide opportunities for these future faculty to learn about educational theory and participate in mentored teaching practice. Yet, many of these programs are disconnected from the discipline-specific requirements and must be completed in addition to research and other responsibilities. When considering how to further support doctoral students' professional development, designers of these and similar programs need to account for the effects of particular components of the institutional climate on students' pathways and teaching experiences. Institutional climate in this context considers perceptual and behavioral dimensions of the higher education environment such as departmental climates, the influence of advisors, and the role of peer support. A case study methodology was designed to explore the experiences of alumni from a program that prepares students for academic careers and to examine the role of institutional climate on their experiences. Multiple sources of data from these program alumni were collected concurrently and analyzed using a modified analytic induction approach. The analysis presented here focuses on data from a subgroup of the alumni population, specifically those alumni from engineering disciplines. Results of this study indicate the effect of departmental culture on graduate students' abilities to secure teaching opportunities or obtain support for professional development in teaching. "Champions" from within these departments, however, support students' introduction to the program and their overall experience. Finally, the participants discussed the role of the program's learning communities in facilitating the development of their instructional practices while in the program and after. Results of this study support the continued improvement of career preparation programs by taking into account the effect of institutional climate on doctoral student preparation for diverse career pathways. In addition, these results complement existing literature about the graduate engineering student experience and the development of future faculty.

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Section: Experiences Of Engineering Graduate Students In Academic Carmentioning

confidence: 99%

Section: Experiences Of Engineering Graduate Students In Academic Carmentioning

confidence: 99%

Section: Experiences Of Engineering Graduate Students In Academic Carmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the Role of Institutional Climate in Preparing Engineering Doctoral Students for Academic Careers

Strong

Sekayi

2015 ASEE Annual Conference and Exposition Proceedings

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Cultivating Leadership in Adult and Continuing Education: Developing Adults Using Reflection Within Mentoring Experiences

Wlodarsky

Carr‐Chellman

2020

New Dir Adult Contin Educ

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Mid‐ and High‐Engagement Programs to Develop Future Fisheries Management Professionals’ Skills

et al. 2020

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Aquatic science and fisheries degree granting institutions prepare graduates for science, policy, management, and Extension positions across the nation. Increasingly, new graduates are asked to translate their research for diverse audiences but often have received little preparation about outreach, engagement, or science communications during their graduate education. We describe two professional development programs designed to prepare future professionals to integrate technical and scientific expertise with the professional skills necessary for effective public engagement. Both programs addressed competencies in community partnerships, engagement with diverse stakeholders, facilitative leadership, collaboration techniques, communication skills, and career pathway exploration. Evaluation revealed an increase in self-reported awareness and competencies, career interests in outreach, Extension, engagement, and communications alongside research interests, and intention to list the programs on their résumé/curriculum vitae. Enhancing skills in public engagement benefits society and scientists by preparing them for the range of roles and people they will interact with throughout their career.

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Preparing STEM doctoral students for future faculty careers

Abstract: This chapter describes programs created to improve the preparation of future STEM faculty for their roles as educators.

Cited by 63 publications

References 5 publications

Exploring the Role of Institutional Climate in Preparing Engineering Doctoral Students for Academic Careers

Exploring the Role of Institutional Climate in Preparing Engineering Doctoral Students for Academic Careers

Cultivating Leadership in Adult and Continuing Education: Developing Adults Using Reflection Within Mentoring Experiences

Mid‐ and High‐Engagement Programs to Develop Future Fisheries Management Professionals’ Skills

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