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.
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