ERIC Number: EJ789177
Record Type: Journal
Publication Date: 2008
Reference Count: 19
Lost in Translation: Learning Professional Roles through the Situated Curriculum
Janke, Emily M.; Colbeck, Carol L.
New Directions for Teaching and Learning, n113 p57-68 Spr 2008
Doctoral students trained today will soon join faculties in the nation's more than three thousand colleges and universities. The preparation these students receive while in their doctoral programs will influence the ways they prioritize research, teaching, and service. In this article, the authors report findings from an evaluation of a well-intentioned effort to enhance the teaching development of first-year doctoral students in chemistry. They sought to understand how and why the program was and was not achieving its goals by exploring similarities and differences between faculty intentions and doctoral student experiences of the program. The authors used three curriculum theories to analyze how participation in the teaching assistant preparation program and other departmental factors influenced doctoral students' perceptions of the relative importance of teaching and research and the degree to which academic roles are integrated or fragmented. In their conclusion, the authors discuss how good-faith efforts in preparing future faculty for both teaching and research roles might be supported so that intended messages about the priorities of the professoriate are not lost in translation.
Descriptors: Doctoral Programs, Graduate Students, Chemistry, College Faculty, Teacher Education, Student Attitudes, Teaching Assistants, Observational Learning, Mentors, Expectation, Teacher Role, Educational Strategies, Organizational Culture, Faculty Workload, Resource Allocation, Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A