How do we train our future faculty to teach? A multidisciplinary comparison of graduate-level pedagogy courses offered at a large Midwestern university

Valerie O'Loughlin, Katherine Kearns, Catherine Sherwood-Laughlin, Jennifer Meta Robinson

Research output: Contribution to journalArticle

Abstract

This study examines and documents graduate pedagogy courses offered at a large Midwestern research university. Thirty-three graduate pedagogy course instructors from 32 departments (a majority of those offering courses) completed an online survey. We report on enrollment demographics, preparation of faculty to teach such a course, and how a statement of teaching philosophy is presented to the class. This research connects the analyses of individual pedagogy courses with the few national studies on teacher training, outlines assumptions about an emerging field, and lays groundwork for a comprehensive study of the landscape and outcomes of graduate pedagogy courses nationwide.

Original languageEnglish (US)
Pages (from-to)172-181
Number of pages10
JournalCollege Teaching
Volume65
Issue number4
DOIs
StatePublished - Jan 1 2017

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online survey
teacher training
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Keywords

  • Graduate pedagogy course
  • Graduate student instructor
  • Graduate students
  • Preparing future faculty
  • Scholarly teaching
  • Statement of teaching philosophy
  • Teacher-scholar
  • Teaching assistant

ASJC Scopus subject areas

  • Education

Cite this

How do we train our future faculty to teach? A multidisciplinary comparison of graduate-level pedagogy courses offered at a large Midwestern university. / O'Loughlin, Valerie; Kearns, Katherine; Sherwood-Laughlin, Catherine; Robinson, Jennifer Meta.

In: College Teaching, Vol. 65, No. 4, 01.01.2017, p. 172-181.

Research output: Contribution to journalArticle

O'Loughlin, Valerie ; Kearns, Katherine ; Sherwood-Laughlin, Catherine ; Robinson, Jennifer Meta. / How do we train our future faculty to teach? A multidisciplinary comparison of graduate-level pedagogy courses offered at a large Midwestern university. In: College Teaching. 2017 ; Vol. 65, No. 4. pp. 172-181.
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