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Overcoming barriers to Building a Better future stem Faculty

Discover the impact of Teaching Development programs on STEM doctoral students' teaching abilities and career pathways. This study, funded by the NSF, emphasizes the importance of integrating education in doctoral training for future faculty success.

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Overcoming barriers to Building a Better future stem Faculty

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  1. Overcoming barriers to Building a Better future stem Faculty Mark Connolly, Associate Research ScientistFuture STEM Leaders | May 4, 2016

  2. Preparing current and future faculty more effectively as undergraduate educators is a high priority in the national STEM agenda. Overview

  3. Doctoral students are vital to the future of undergraduate STEM education. 1 of every 3 STEM Ph.D.s will be teaching at a college or university within 6 years of completing their doctorate.* *Connolly, M. R. (2012) [Postsecondary employment patters of STEM doctorate recipients.] Unpublished analysis of data from Survey of Doctorate Recipients. Of 27,051 STEM doctorate recipients in 2000, 8,900 (32.8%) were teaching in postsecondary institutions in 2006.

  4. Teaching Development (TD) for STEM Doctoral Students • Aim of TD: • To help doctoral students interested in undergraduate education to gain knowledge, skills, and values needed to be effective teachers, advisors, and mentors. • Forms of TD: • Workshops, seminars, short trainings • Courses on college teaching • Extended workshops, certificate programs Overview

  5. Teaching Development, Cont’d. • TD initiatives: • Preparing Future Faculty • Center for the Integration of Research, Teaching, and Learning (CIRTL) • We need more and better information about the effects of teaching development programs on doctoral students. Overview

  6. Funded in 2008 by NSF’s Division of Undergraduate Education ($1.9M) • Longitudinal: following a panel of STEM dissertators—both participants and non-participants—for at least 5 years (2008-2013) This material is based on work supported by the National Science Foundation under Grant No. 0817537. The Longitudinal Study of Future STEM Scholars is housed within the Wisconsin Center for Education Research in the School of Education at the University of Wisconsin-Madison. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Overview

  7. View our research briefs and final report: http://lsfss.wceruw.org/

  8. Data Sources Year 2 2010 INSTITUTIONS Located 77 TD programs as of 2010 PROGRAMS STUDENTS Interviews with 75 early-career academics Overview

  9. TD Participation and Engagement Factors Discouraging Participation in TD Key Findings

  10. Early-career Pathways & Employment • STEM Ph.D.s have complex career pathways in the first five years after completing their degree Key Findings

  11. Early-career Pathways & Employment Doctoral Students’ Career Pathways Since Earning Their Ph.D. Key Findings

  12. Early-career Pathways & Employment Doctoral Students’ Career Pathways Since Earning Their Ph.D. Key Findings

  13. Early-career Pathways & Employment Doctoral Students’ Career Pathways Since Earning Their Ph.D. Key Findings

  14. Early-career Pathways & Employment Doctoral Students’ Career Pathways Since Earning Their Ph.D. Key Findings

  15. A Few Key Conclusions • TD engagement during the doctoral program can be an effective way to prepare skilled STEM instructors who foster greater undergraduate learning • TD participation did not impact time to degree completion, but actual teaching experiences did • Higher levels of TD were associated with getting a faculty position within 5 years Conclusions

  16. Recommendations Recommendations

  17. National Stakeholders Can: • Require federal research grant awards to include TD • Advance lines of research on TD programs and participants Recommendations

  18. College & University Administrators Can: • Seek change across the institution related to faculty reward structures Recommendations

  19. Professional Development Providers Can: • Gather more and better data—and use it Recommendations

  20. Department Chairs Can: • Provide opportunities to discuss teaching and learning • Add a required TD seminar to doctoral curriculum • Encourage faculty to open their classrooms for observation of effective teaching Recommendations

  21. Department Chairs Can: Faculty Advisors Can: Communicate with students about teaching Allow students time in TD without fear of shame/reprisals Help integrate students’ research and teaching • Add a required TD seminar to doctoral curriculum • Provide opportunities to discuss teaching and learning • Encourage faculty to open their classrooms for observation of effective teaching Recommendations

  22. Doctoral Students Can: • Communicate with faculty about role of teaching/TD in your career development • Engage in TD programs and activities: • Pursue authentic teaching opportunities • Opt for formal TD courses when possible • Observe others’ teaching • Solicit feedback on your teaching Recommendations

  23. View our research briefs and final report: http://lsfss.wceruw.org/

  24. Acknowledgements National Science FoundationWisconsin Center for Education ResearchUniversity of Wisconsin Survey CenterAmanda Ward and Lara Rubinyi, Graduate AssistantsAnh Dang, Undergraduate Assistant This material is based on work supported by the National Science Foundation under Grant No. 0817537. The Longitudinal Study of Future STEM Scholars is housed within the Wisconsin Center for Education Research in the School of Education at the University of Wisconsin-Madison. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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