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A SHORT TEACHING RESIDENCY SPANNING 1,657 MILES
Michèle Shuster1, Karen Peterson2
1New Mexico State University.
International Journal of Designs for Learning
|August 1, 2020
Summary
Postdoctoral fellows often lack teaching experience, hindering faculty job applications. This mentored teaching program improved their skills and readiness for academic roles.
Area of Science:
- Higher Education
- Postdoctoral Training
- Pedagogy
Background:
- Postdoctoral fellowships prioritize research, often neglecting undergraduate teaching training.
- This gap leaves many postdocs unprepared for academic faculty positions requiring teaching expertise.
- Evidence-based teaching strategies are crucial for faculty success and student learning.
Purpose of the Study:
- To design and implement a mentored teaching experience for postdoctoral fellows.
- To address challenges in training, including geographic distance.
- To evaluate the program's benefits for postdocs, mentors, and institutions.
Main Methods:
- A mentored teaching program was developed for early career researchers.
- Strategies were implemented to overcome geographical barriers between postdocs, mentors, and teaching sites.
- Stakeholder benefits and success factors were documented.
Main Results:
- The program enhanced postdoctoral fellows' qualifications for faculty positions.
- It improved alignment between new faculty teaching expectations and student learning.
- Geographical challenges were successfully managed, demonstrating program adaptability.
Conclusions:
- Mentored teaching experiences are vital for preparing postdocs for academic careers.
- Addressing logistical challenges can ensure program effectiveness.
- Such programs benefit postdocs, institutions, and ultimately, undergraduate students.
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