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Abstract
Although numerous universities offer graduate students opportunities to develop their teaching, few studies probe the credit-bearing graduate course in college teaching. A survey of 105 instructors of graduate pedagogy courses in the US and Canada explored their preparation, professional appointments, students, and assignments. Results showed diverse institutional units offer college pedagogy courses, which are taught by instructors with substantial preparation, most frequently to multidisciplinary groups from diverse majors. Many instructors assign teaching statements, though specifics differ. Comparison to the authors' earlier case study reveals an emerging, recognizable, and international course type that coheres in structure, timing, and at least one key assignment. The ubiquity of college pedagogy courses recommends substantial institutional investment, scholarly analysis, and professorial discussion to align them with the contemporary goals and standards of graduate education.
Acknowledgments
Funding, in part, came from a 2015 Indiana University Scholarship of Teaching and Learning Grant. Preliminary results were presented at the 2016 conference of ISSOTL. Special thanks to the survey participants and to Colleen Friedly, Jackie Cullison, the Indiana University Center for Innovative Teaching and Learning, and attendees to the 2016 ISSOTL presentation.