Advancing STEM Undergraduate Learning: Preparing the Nation's Future Faculty

TitleAdvancing STEM Undergraduate Learning: Preparing the Nation's Future Faculty
Publication TypeMagazine Article
Year of Publication2012
AuthorsPfund C, Manske B, Austin AE, Connolly M, Moore K, Mathieu R
MagazineChange: The Magazine of Higher Learning
Issue Number6
Date Published12/2012
KeywordsCIRTL publication, Research and Evaluation
AbstractGraduate students and post-doctoral scholars at research universities will shape the future of undergraduate education in science, technology, engineering and mathematics (STEM) in the United States; yet the overall preparation of STEM graduate students and post-docs for their roles as educators remains inadequate. The Center for the Integration of Research, Teaching and Learning (CIRTL) seeks to improve undergraduate education through the development of future faculty in STEM who have the skills to advance effective teaching practices for diverse learners. CIRTL was founded on a conceptual framework of three core ideas: teaching-as-research; learning community; and learning-through-diversity. The story of CIRTL and its Delta Program in Research, Teaching and Learning at the University of Wisconsin–Madison highlights one approach to providing aspiring academics with teaching development that is not only demonstrably effective and also institutionally sustainable. Here we describe Delta’s approach to teaching development and present evidence that participants incorporate CIRTL’s core ideas and high-impact teaching practices into their emerging instructional repertoires.