Graduate programs often insufficiently prepare their students for academic teaching careers, write Benjamin Rifkin, Rebecca S Natow, Nicholas P Salter, and Shayla Shorter for The Chronicle of Higher Ed. After surveying a selection of history, psychology, and biology doctoral programs in the US, the authors found that few programs required students to take credit-bearing courses on teaching. They contended that this results in a disconnect between what graduates are trained to do versus what they are expected to do post-graduation. The authors conclude with a set of recommendations for postsecondary institutions, which include designing mandatory pedagogy courses and evaluating graduate student teaching as part of doctoral programs.
Chronicle of Higher Ed (Acct. Req.)
