Factors of success: building and sustaining teaching professional development opportunities for doctoral students and postdocs |
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| Authors: | Lucas B. Hill Ann E. Austin Bipana Bantawa Julia N. Savoy |
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| Affiliation: | 1. Wisconsin Center for Education Research, University of Wisconsin, Madison, WI, USAlhill6@wisc.edu!["ORCID]("//:0" "\"ORCID") https://orcid.org/0000-0003-1995-5838;3. Higher, Adult, and Lifelong Education, College of Education, Michigan State University, East Lansing, MI, USAhttps://orcid.org/0000-0001-9889-5815;4. Wisconsin Center for Education Research, University of Wisconsin, Madison, WI, USAhttps://orcid.org/0000-0003-2987-9330;5. Wisconsin Center for Education Research, University of Wisconsin, Madison, WI, USAhttps://orcid.org/0000-0002-1675-5665 |
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| Abstract: | ABSTRACTThis paper examines the key issues and elements to consider in developing and sustaining teaching development programs for doctoral students and postdoctoral scholars in connection to a large multi-institutional, higher education reform network. Based on interviews with 47 participants at eight member institutions and the central administration of the Center for the Integration of Research, Teaching, and Learning (CIRTL), we found five major components: campus culture, the program’s organizational placement, program leadership, program logistics, and the benefits acquired from adopting and adapting network ideas, knowledge, and resources. |
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| Keywords: | Doctoral and postdoctoral education teaching professional development program development preparing future faculty |
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!["ORCID]({"type":"image","src":"/templates/jsp/images/orcid.png"} "\"ORCID")
https://orcid.org/0000-0003-1995-5838;3. Higher, Adult, and Lifelong Education, College of Education, Michigan State University, East Lansing, MI, USA