The Graduate Course in Pedagogy: Survey of Instructors of College Pedagogy in the United States and Canada

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

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
Pages (from-to)109-119
Number of pages11
JournalCollege Teaching
Volume67
Issue number2
DOIs
StatePublished - Apr 3 2019

Keywords

  • Graduate
  • higher education
  • international study
  • pedagogy
  • teaching assistants

ASJC Scopus subject areas

  • Education

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