Research News

Thu
May
19
Science, technology, engineering and mathematics (STEM) doctoral students who participate in teaching-development activities during graduate school are more likely to use effective instructional methods once they begin teaching --- and also may increase their prospects for being hired into college faculty positions -- according to a recent study funded by the National Science Foundation. The seven-year study found that participation in teaching-development programs during doctoral studies can have a long-term impact on STEM teaching practices across the nation.