Development and Evaluation of a Doctoral-Level Public Health Pedagogy Course for Graduate Student Instructors

Alyssa M. Lederer, Catherine M. Sherwood-Laughlin, Katherine D. Kearns, Valerie D. O’Loughlin

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


This article describes the development, implementation, and systematic evaluation of a public health pedagogy course for first-time graduate student instructors in a Health Behavior doctoral program at a Midwestern School of Public Health. The pedagogy course focused on intensive pedagogical training in the first 8 weeks of a 16-week semester and then served as a forum for reflection and feedback during the second 8 weeks, when the enrolled graduate students served as either instructors of record or graduate teaching assistants for introductory health courses. Course participants (N = 7) completed anonymous pre-, mid- and post-course online surveys that assessed general teaching skills, discipline-specific teaching skills, and desire to pursue scholarship of teaching and learning (SoTL) activities. Participants' teaching self-efficacy increased for almost all survey items throughout the semester, particularly related to the instruction of health courses. Participants reported positive perceptions of the course and described it as essential for their teaching practice. This research study contributes to and expands upon the interdisciplinary study of the benefits of graduate level pedagogy courses and offers the first known assessment of a pedagogy course in the public health discipline.

Original languageEnglish (US)
Pages (from-to)19-27
Number of pages9
JournalCollege Teaching
Issue number1
StatePublished - Jan 2 2016


  • assessment
  • graduate student
  • pedagogy course
  • scholarly teaching
  • signature pedagogy

ASJC Scopus subject areas

  • Education

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