Strategies for preparing integrated faculty: The center for the integration of research, teaching, and learning

Austin, Ann E.; Connolly, Mark; Colbeck, Carol L.

doi:10.1002/tl.309

Cited by 40 publications

(29 citation statements)

References 2 publications

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“…By looking across a range of programs we can assess their cumulative effects. While a number of influential single program studies (Austin et al 2008;DeNeef 2002), single institution studies (Nerad 1991), and qualitative studies (Austin 2002;Golde and Dore 2001;Stage and Maple 1996;Taylor and Antony 2000;) have suggested the importance of transformative programs, we have little empirical evidence on a larger scale to document their impact or success.…”

Section: Research Questionsmentioning

confidence: 97%

Transformative graduate education programs: an analysis of impact on STEM and non-STEM Ph.D. completion

2011

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Transformative graduate education programs (TGP) are programs that are national in scope and are intended to impact the reformation of graduate education in the United States. We employ data from national sources and shift the unit of analysis from the individual doctoral student to the doctoral institution as whole in order to begin to assess the impact of TGPs on the number of doctoral degrees awarded, a critical outcome for such programs, and an educational priority in many countries. In addition, we examine the critical issue of whether TGPs enhance Ph.D. degree conferral for women and minorities, and if they do so at STEM-oriented institutions, typically the least hospitable of all environments for these groups.

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Section: Research Questionsmentioning

confidence: 97%

Transformative graduate education programs: an analysis of impact on STEM and non-STEM Ph.D. completion

2011

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“…Andenoro 2005;Austin 2002;Austin et al 2008;Gilis et al 2008). Purcell (2007) studied senior faculty perceptions about preparing new faculty in biological sciences, English, mathematics, and non-clinical psychology.…”

Section: Leadership Emphasis and Context For The Study Questionsmentioning

confidence: 99%

“…Prior studies have focused on preparing graduates to become new faculty to teach in traditional undergraduate settings (e.g. Austin et al 2008;Gardner 2005;Purcell 2007); however, there is little research specific to the new-century skills necessary for doctoral faculty who currently teach in leadership programs. The literature suggests that information technologies will continue to bring about global changes and that educating potential leaders is our best hope for the future (Bowden and Rudenstine 1992;Green et al 2001;).…”

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confidence: 98%

21st Century Competencies for Doctoral Leadership Faculty

Hyatt

Williams

2010

Innov High Educ

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Graduate and post-graduate programs were initially developed by universities to increase discipline-specific mastery. Faculty members impact both the content and quality of such programs as they are responsible for making it relevant in the current climate while also addressing the changes envisaged for society tomorrow. Although studies exist regarding faculty competencies in various disciplines and for preparing future faculty members, there is a paucity of research specific to competencies necessary for faculty members who currently teach in doctoral leadership programs. This Delphi study explored 21st century competencies required in the next decade for faculty who currently teach in doctoral leadership programs in U.S. institutions.Graduate and post-graduate programs were initially developed by universities to increase discipline-specific mastery. Doctoral programs in leadership prepare students for important roles in our society; highly educated leaders are in demand, and universities that provide leadership education are necessary (Bowden and Rudenstine 1992;Green et al. 2001;Smallwood 2004). Faculty members are a central component of graduate and post-graduate programs as they are responsible for facilitating student learning and are often a pivotal determinant for student Innov High Educ (2011) 36:53-66

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“…Fewer studies have analyzed the critical knowledge, skills, and attributes of PhD holding engineers in academia and industry, 9,[11][12][13] however, it is clear that non-technical skills play a vital role in career success for engineers in any career. Some of these include written and verbal communication skills, and ability to target communication for diverse audiences 12,13 ; ability to teach (formally or informally) peers, colleagues, or students technical material 3,14 ; and the ability to generate new knowledge in order to advance the technical field 2,3,15 .…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Learning Non-technical Skills from Pedagogical Training: Investigating IGERT Graduate Student Perceptions

Berdanier¹,

Cox

Wallin

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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is a PhD candidate in Materials Science Engineering at Norfolk State University. Her current research involves strong coupling of plasmonic materials and the influence of hyperbolic metamaterials on chemical reactions. As part of a collaborative effort with two other institutions, she also works as part of a team on interdisciplinary research and pedagogy training. This training has been very useful for several of the outreach events and undergraduate training that she has prepared as a graduate student. Vanessa holds a BS in chemistry from Norfolk State University. is a collaboration between Purdue University, Cornell University, and Norfolk State University to train interdisciplinary science and engineering doctoral students for future roles as leaders in the materials science and engineering fields. As part of this socialization into future careers, students proceed through a variety of modules. This paper specifically covers student learning in a pedagogy module, which introduces students to best practices in teaching and learning. Graduate student reflections on the development of high-school level student and teacher science and engineering activities were analyzed via thematic coding methods in order to understand skills that students felt they developed as part of this module. Non-technical skills that students developed included communication skills for diverse audiences; the ability to convey technical expertise to non-technical audiences, and the development of virtual teamwork skills. Background and Literature Review

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Strategies for preparing integrated faculty: The center for the integration of research, teaching, and learning

Abstract: This chapter describes a comprehensive program to prepare science, technology, engineering, and mathematics (STEM) doctoral students for faculty careers that integrate research and education.

Cited by 40 publications

References 2 publications

Transformative graduate education programs: an analysis of impact on STEM and non-STEM Ph.D. completion

Transformative graduate education programs: an analysis of impact on STEM and non-STEM Ph.D. completion

21st Century Competencies for Doctoral Leadership Faculty

Learning Non-technical Skills from Pedagogical Training: Investigating IGERT Graduate Student Perceptions

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