Features of an Effective Future-Faculty Teaching-Development Program: A Case Study of 10 STEM Faculty

Abstract

Many institutions are preparing graduate students andpostdoctorals (future faculty) for effective teaching in undergraduate science, technology, engineering, and mathematics (STEM). Interestingly, little is known about beneficial features of teaching-development (TD) programs for future faculty after they transition into professoriate roles, and how these features are useful. We investigated the features of a TD program for STEM future faculty that were influential to their current teaching as faculty members, and in transitioning into faculty positions. Data were collected using in-depth interviews with 10 alumni (current faculty) from different STEM disciplines one to five years after participating in the TD program. Three themes emerged from this study: (1) exposure to multiple effective teaching approaches and pedagogy literature; (2) opportunities for experiential learning, active learning, a multi-disciplinary learning community, and diversity and inclusion; and (3) the impact of the TD program on participants’ career choices. Findings imply the need to develop TD programs that expose participants to multiple evidencebased pedagogies, and that weave in opportunities for experiential learning, interactive-workshop activities, and a learning community.

Additional information

Notes on contributors

Regina Frey

Regina Frey ([email protected]) is the Ron and Eileen Ragsdale Endowed Chair in chemical education and professor of chemistry in the Department of Chemistry at the University of Utah in Salt Lake City, Utah.

Jacinta Mutambuki

Jacinta Mutambuki is the Edward Bartlett professor of pedagogy in chemistry and assistant professor in the Department of Chemistry at Oklahoma State University in Stillwater, Oklahoma.

Denise Leonard

Denise Leonard is an associate director in educational development at The Teaching Center at Washington University in St. Louis, Missouri.