Departments can develop teaching identities of graduate students

CBE Life Sciences Education

Volumn 12, Issue 3, 2013, Pages 316-317

  Denise Kendall, K ^a   Niemiller, Matthew L ^a,b   Dittrich Reed, Dylan ^a   Chick, Lacy D ^a   Wilmoth, Lauren ^a,c   Milt, Austin ^a   Burt, Melissa ^a   Lopes, Nick ^a   Cantwell, Lisa ^a   Rubio, Laura ^a   Allison, Amanda ^a   Schussler, Elisabeth E ^a  

^a UNIVERSITY OF TENNESSEE   (United States)

^b YALE UNIVERSITY   (United States)

^c Jefferson County High School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; ADVISORY COMMITTEE; CURRICULUM; EDUCATION; HUMAN; LETTER; METHODOLOGY; PSYCHOLOGICAL ASPECT; SCIENCE; STANDARD; STUDENT; TEACHING; UNIVERSITY;

ADVISORY COMMITTEES; CURRICULUM; EDUCATION, GRADUATE; FACULTY; HUMANS; SCIENCE; STUDENTS; TEACHING; UNIVERSITIES;

EID: 84883858986     PISSN: None     EISSN: 19317913     Source Type: Journal    
DOI: 10.1187/cbe.13-03-0066     Document Type: Letter

References (4)

1. Brownell SE, Tanner KD (2012). Barriers to faculty pedagogical change: lack of training, time, incentives, and tensions with professional identity? CBE Life Sci Educ 11, 339-346.
2. Feldon DF, Peugh J, Timmerman BE, Maher MA, Hurst M, Strickland D, Gilmore JA, Stiegelmeyer C (2011). Graduate students' teaching experiences improve their methodological research skills. Science 333, 1037-1039.
3. French D, Russell C (2002). Do graduate teaching assistants benefit from teaching inquiry-based laboratories? BioScience 52, 1036-1041.
4. Golde CM, Dore TM (2001). At Cross Purposes: What the Experiences of Doctoral Students Reveal about Doctoral Education, Philadelphia, PA: Pew Charitable Trusts.