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

ABSTRACT

This paper examines the key issues and elements to consider in developing and sustaining teaching development programs for doctoral students and postdoctoral scholars in connection to a large multi-institutional, higher education reform network. Based on interviews with 47 participants at eight member institutions and the central administration of the Center for the Integration of Research, Teaching, and Learning (CIRTL), we found five major components: campus culture, the program’s organizational placement, program leadership, program logistics, and the benefits acquired from adopting and adapting network ideas, knowledge, and resources.

KEYWORDS:

• Doctoral and postdoctoral education
• teaching professional development
• program development
• preparing future faculty

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Lucas B. Hill http://orcid.org/0000-0003-1995-5838

Ann E. Austin http://orcid.org/0000-0001-9889-5815

Bipana Bantawa http://orcid.org/0000-0003-2987-9330

Julia N. Savoy http://orcid.org/0000-0002-1675-5665

Additional information

Funding

This work was supported by the National Science Foundation, Division of Undergraduate Education, Award #1231286.