Studies in Graduate and Postdoctoral Education: Volume 11 Issue 3

Postdoctoral scholars’ perceptions of a university teaching certificate program

Lorelli Nowell, Audrey Laventure, Anu Räisänen, Nicholas Strzalkowski, Natasha Kenny

This study aims to explore postdoctoral scholars’ experiences and perceptions of a teaching certificate program and identify how they use the knowledge and skills developed…

Examining cohort models in the education doctorate

Andrew S. Leland, William A. Firestone, Jill A. Perry, Robin T. McKeon

This study aims to present a thematic analysis on cohort-based teaching and learning from four education doctorate degree programs. Recommendations are then presented to other…

Mentoring relationships between doctoral students and postdocs in the lab sciences

Jennifer M. Blaney, Jina Kang, Annie M. Wofford, David F. Feldon

This study aims to examine how science, technology, engineering, and mathematics doctoral students interact with postdocs within the research laboratory, identifying the nature…

Writing through theoretical frameworks in the doctoral classroom

Stephanie Borgert Baird, Kerri S. Kearney, Alissa Nephew

Many doctoral students apply theoretical frameworks to writing assignments as part of their academic coursework and, later, in the practice of analyzing and reporting research…

The influence of neoliberalism on graduate student teaching preparation: a structural, interactionist study

Kirk S. Robinson

The purpose of this study initially was to explore how graduate teaching assistants’ (GTAs) peer-to-peer interactions in a teaching development seminar (TEAC 530, offered at…

Mentor support systems in a doctoral mentoring program

Rachel Louise Geesa, Kat R. McConnell, Nicholas Patrick Elam, Ellie Clark

Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these…