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Teaching socialization and graduate student preparation for the biomedical professoriate: divergent graduate student paths and perspectives of teaching during PhD training

The socialization (SC) process of doctoral students for the professoriate (PF) ideally should reflect the career they aspire to enter. However university needs for research dollars often supersede graduate student educational demands. Higher educational research suggests rethinking of the academy's values and structural organization is needed to address the issue of insufficient departmental graduate student PF SC. Even so, many research intensive departments at major land grant universities do not require graduate students to teach, creating a gap in necessary training tools. To bridge this gap, graduates students become responsible for seeking out teaching opportunities, independent of their graduate program or department. Two different testimonies are presented here of biomedical graduate students’ self‐SC for the PF and illustrate a divergent track of choices and options that ultimately lead to a common goal of gaining valuable teaching experience. These testimonies expand on the variety of opportunities available (ranging from formal training in a Minor in College Teaching Program to practical experience gained from part‐time teaching at the university and at other surrounding private colleges), the experiences gained, and the lessons learned.