Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program

Luanna B. Prevost, Claudia E. Vergara, Mark Urban-Lurain, Henry Campa

Research output: Research - peer-reviewArticle

Abstract

Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic years and identified the components most influential upon their teaching professional development. Participants found the year-long teaching assessment project and the disciplinary and reflective focus instrumental for improving their knowledge of teaching and learning. We recommend these components for the design of other such high-engagement programs.

LanguageEnglish (US)
Pages1-15
Number of pages15
JournalInnovative Higher Education
DOIs
StateAccepted/In press - Jul 21 2017

Profile

teaching program
graduate
Teaching
evaluation
student
data analysis
learning
education

Keywords

  • Graduate students
  • Professional development
  • Teaching
  • Teaching-as-research

ASJC Scopus subject areas

  • Education

Cite this

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