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dc.contributor.author BrckaLorenz, Allison
dc.contributor.author Hurtado, Sarah
dc.contributor.author Palmer, Dajanae
dc.contributor.author McCoy-Simmons, Casey
dc.date.accessioned 2020-11-19T19:14:16Z
dc.date.available 2020-11-19T19:14:16Z
dc.date.issued 2020-11
dc.identifier.uri https://hdl.handle.net/2022/25959
dc.description.abstract Socialization is a major component to faculty development, but without intentional direction it can fail to produce effective educators. The purpose of this large-scale mixed-methods study is to explore teaching influences, missed opportunities to prepare faculty for handling challenging teaching situations, and ways we can improve the socialization process. Results highlight the importance of faculty experiences as undergraduate and graduate students, the value of professional associations and conference participation, and the great range in faculty desires for professional development as educators. Potential implications include a focus on early socialization experiences, encouraging the Scholarship of Teaching and Learning, and providing equitable opportunities to support vulnerable populations. en
dc.language.iso en en
dc.title Trial and Error: Socialization’s Failure to Teach Us How to Teach en
dc.type Presentation en


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