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How do we train our future faculty to teach? Results from a multidisciplinary comparison of pedagogy courses offered at a large midwestern university

Much effort is devoted to training graduate students (a.k.a. future faculty) to perform research; less attention is paid to their development as teachers. Previous research has demonstrated that pedagogy courses help support the developmental progression of graduate students. These courses allow the student to develop and reflect on teaching experience, and progress from excellent teachers to teacher‐scholars (individuals who practice scholarly teaching). This previous research typically has focused on single pedagogy courses, where findings may be context‐specific and sample sizes (i.e., student enrollment) typically is small.