The Longitudinal Study
of Future STEM Scholars:
LSFSS Brief Series, No. 1
The purpose of this brief
is twofold. First, the brief
familiarizes the reader with the
Longitudinal Study of Future
STEM Scholars (LSFSS) by
providing details regarding the
background of the study, research
questions, a description of
research methods, key findings,
and implications. Second, the
brief introduces the reader to the
new LSFSS Brief Series, which will
share major LSFSS findings that
have practical significance for a
wide range of audiences. Full Text.
The Anatomy of Teaching Development Programs: A Taxonomic Dissection
LSFSS Brief Series, No. 2
Classifying teaching development (TD) programs is a complex process, especially given the diversity of programmatic content, delivery, and organizational cultures. To address this challenge, this research brief presents:
12 core features of TD programs
Recommendations for their practical use. Full Text.
STEM College Teaching: Building Confidence through Teaching Development
LSFSS Brief Series, No .3
This brief discusses findings from a sub-study of the LSFSS that examined the impact of teaching development (TD) programs on early-career academics’ college teaching self-efficacy. Independent variables included TD participation, TD type, TD engagement levels, race, and gender. The study found that TD participation was a significant positive predictor of teaching self-efficacy, especially for women, and the effect was greater as TD program intensity and engagement increased. Full Text.
Note: This final version of this brief replaces an earlier version that relied on some preliminary data analyses. We have updated and finalized this brief using those new results.
Essential Elements of Teaching Development Design
LSFSS Brief Series, No. 4
In this research brief, we present the Pyramid Framework for Designing Effective Teaching Development Programs. We describe five major components of the Framework, which consist of people, content, process, context, and outcomes and impacts. We also provide two practical applications of the Framework. Full Text.
Participation in Teaching Development: Who, When, and How Much?
LSFSS Brief Series, No. 6
In this brief, we report findings from our 2013 survey related to who in our sample participated in TD, when they participate across multiple career stages, and how much they participated. We discuss overall findings and then examine differences related to gender, race, current job title, and discipline. We conclude with implications and recommendations related to raising the awareness of TD programs, the importance of increasing TD engagement, and the need to further study the relationship between TD participation and career stage. Full Text.
The Role of Teaching Development in Addressing the Three-Way Mismatch in Doctoral Education
LSFSS Brief Series, No. 7
This research brief reports the findings from an interview study of 65 early-career academics about the factors that supported or constrained their participation in teaching development (TD) during their doctoral programs. Interviewees reported an overall devaluation of teaching in their departments and sought TD opportunities to fill gaps in their preparation for faculty careers. We offer three recommendations for improving TD support and participation. Full Text.
Why STEM Doctoral Students Participate in Teaching Development Programs
LSFSS Brief Series, No. 8
In this brief, we report findings from our Year 1 survey, which asked respondents why they chose to participate in teaching development (TD) and what discouraged their participation. First, we provide summary statistics and break down our findings according to gender and discipline. Second, we discuss three important implications of our work: (1) expand mandatory TD, (2) assess and address doctoral students’ needs for TD, and (3) more closely examine gendered patterns in TD participation. Full Text.
Building a Better Future STEM Faculty: Executive Summary
LSFSS Brief Series, No. 9
In this brief, we present the executive summary from our final report, Building a Better Future STEM Faculty: How Teaching Development Programs Can Improve Undergraduate Education. It presents ten key findings and offers recommendations to various stakeholder groups. Full text.