Mark Connolly

Advancing STEM Undergraduate Learning: Preparing the Nation's Future Faculty

Christine Pfund (cepfund@wisc.edu) is associate director of the Delta Program in Research, Teaching and Learning (Delta) and a researcher at the Wisconsin Center for Educational Research at UW-Madison. Robert Mathieu (mathieu@astro.wisc.edu) is a professor and chair of the Department of Astronomy and co-faculty director of Delta at UW-Madison; he is also PI of the CIRTL Network. Ann Austin (aaustin@msu.edu) is a professor in the higher, adult, and lifelong education program at Michigan State University and co-PI of the CIRTL Network. Mark Connolly (mrconnolly@wisc.edu) is a researcher with the Wisconsin Center for Educational Research at UWMadison. Brian Manske (bmanske@nicoletcollege.edu) and Katie Moore (kam579@eden.rutgers.edu) were both involved in Delta and the research shared in this article. Manske is now an adjunct professor of biology at Nicolet College, and Moore is a doctoral student in clinical psychology at Rutgers University.

The Effects of Doctoral Teaching Development on Early-career STEM Scholars' College-teaching Self-efficacy

To help prepare future faculty in science, technology, engineering, and mathematics fields to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. This study found that participation in TD programs is positively associated with college teaching self-efficacy.

Towards the STEM DBER Alliance: Why We Need a Discipline-Based, STEM-Education Research Community

Reprinted by permission of the American Society for Engineering Education. This article was originally published in the Journal of Engineering Education, Volume 106 Issue 3, Pages 349–355, July 2017, available in final form at http://doi.org/10.1002/jee.20168

Towards the STEM DBER Alliance: why we need a discipline-based STEM education research community

Discipline-based education research (DBER) is a term that has emerged in the last few decades to describe research that Binvestigates learning and teaching in a discipline using a range of methods with deep grounding in the discipline’s priorities, worldview, knowledge, and practices. It is informed by and complementary to more general research on human learning and cognition^ (National Research Council [NRC] 2012, p. 9). DBER seeks to develop evidence-based knowledge and practices that improve teaching and learning in the Int. J. Res. Undergrad. Math. Ed. (2017) 3:247–254 DOI 10.1007/s40753-017-0056-3