Teacher training for PhD students and new faculty in economics

Allgood, Sam; Hoyt, Gail M.; McGoldrick, KimMarie

doi:10.1080/00220485.2018.1438947

Cited by 24 publications

(11 citation statements)

References 6 publications

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“…However, many universities today continue to ignore their doctoral students' need for pedagogical education, with administrators preferring the "sink or swim" method that faculty also describe (Allgood et al, 2018;Bonner et al, 2020;Marx et al, 2015). Some reasons given for this reticence include the belief that one size does not fit all (i.e.…”

Section: Preparing Doctoral Students To Teachmentioning

confidence: 99%

Preparing Doctoral Students to Teach in an Increasingly Virtual World: A Response to COVID-19 and Beyond

Bishop-Monroe¹,

Harrison

Knight

et al. 2021

OLJ

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The recent global pandemic revealed just how unprepared faculty and doctoral students at many U.S. colleges and universities were to teach online. In this study, we investigate the extent to which current and recently graduated doctoral students are prepared to teach online, how they are rewarded for those online teaching skills, and how they could be more effectively prepared. To answer these questions, we surveyed the beliefs of doctoral students and recently graduated faculty members from a Midwestern private university and a Southeastern state university regarding online teaching preparedness compared with those of faculty, department chairs, and deans. We also used data from a summer teaching pilot program to explore best practices for improving doctoral students’ preparation to teach online. Findings suggest that educating doctoral students to teach in a virtual world can increase students’ confidence and ability to teach in this mode and can be cost effective if offered across disciplines. However, while doctoral students believe that online competency is important in hiring and tenure decisions, deans and department chairs do not necessarily agree, and few schools provide meaningful preparation for online teaching to their doctoral students.

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Section: Preparing Doctoral Students To Teachmentioning

confidence: 99%

Preparing Doctoral Students to Teach in an Increasingly Virtual World: A Response to COVID-19 and Beyond

Bishop-Monroe¹,

Harrison

Knight

et al. 2021

OLJ

View full text Add to dashboard Cite

show abstract

“…Although new faculty devote half of their time to teaching, only half of them agree that graduate school adequately prepared them to teach (Allgood & McGoldrick, 2019). While graduate programs today are providing some training in teaching economics, graduates express that more preparation in teacher training and teaching-specific professional activities is desirable (Allgood et al, 2018; McGoldrick et al, 2010). The Becker and Watts survey is as timely and important today as it was in 1995 to document what is happening in the college economics classroom.…”

Section: A Brief History Of the Quinquennial1 Surveymentioning

confidence: 99%

Teaching Methods in Undergraduate Introductory Economics Courses: Results From a Sixth National Quinquennial Survey

Asarta

Chambers

Harter

2020

The American Economist

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This article presents the first report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods. Focusing on the teaching methods in introductory economics courses (i.e., principles and survey courses), the authors find that very little has changed in the past quarter-century. The typical instructor in introductory courses is predominantly a male, Caucasian, with a PhD. “Chalk and Talk” remains the preferred method of instruction in introductory courses, along with the use of textbooks. The use of “student(s) with student(s)” discussions in the classroom, as well as cooperative learning/small-group assignments, has increased since 2010. Lessons, activities, and references that address diversity, inclusion, or gender issues, however, are almost never used in introductory economics courses. JEL Classifications: A20, A22

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“…Because most of the participants had not anticipated careers as college professors-having fallen into teaching due to love of their respective fields and a variety of personal and professional circumstances-guidance and mentorship from their direct supervisors gave them the practical skills and emotional support which are necessary to be successful teachers. This finding directly aligns with research by Allgood, Hoyt, and McGoldrick (2018), which states that when department chairs were proactive in their onboarding efforts by assigning mentors to their new full-time faculty, faculty reported feeling better prepared to teach. While part-time adjunct faculty found that their interactions with faculty and staff outside of their departments was limited, it was primarily their respective department chairs who offered guidance to all faculty participants in regard to curriculum and pedagogy, student engagement, and professional development.…”

Section: Connection Through Mentorshipsupporting

confidence: 79%

Examining how full-time and part-time faculty make sense of their professional experiences with, and relationships to, each other as faculty members at the same community college

Lyke¹

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Higher education no longer consists of a traditional student body, a venue, a method of delivery and a single faculty population (Betts & Heaston, 2014). Colleges and universities increasingly depend on conditional, non-tenure track adjuncts who frequently lack resources, development and training (Smith, 2015, p. 236). Two-thirds of all college and university instructors in the United States are non-tenured or off-tenure track faculty, commonly referred to as contingent faculty (Gappa, 2000; Leslie & Gappa, 2002; Kezar & Sam, 2013). This increase corresponds with a decrease in full-time faculty positions at some higher education institutions.

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Teacher training for PhD students and new faculty in economics

Cited by 24 publications

References 6 publications

Preparing Doctoral Students to Teach in an Increasingly Virtual World: A Response to COVID-19 and Beyond

Preparing Doctoral Students to Teach in an Increasingly Virtual World: A Response to COVID-19 and Beyond

Teaching Methods in Undergraduate Introductory Economics Courses: Results From a Sixth National Quinquennial Survey

Examining how full-time and part-time faculty make sense of their professional experiences with, and relationships to, each other as faculty members at the same community college

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