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7 RELEVANT PROFESSIONAL DEVELOPMENT
Pages 42-46

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From page 42...
... Committee Site Visit Report Because most programs currently support most of their students by making them teaching assistants, these students do have some teaching experience. However, using graduate students as teaching assistants and giving them experience as teachers in a classroom are not the same as training them to be teachers.
From page 43...
... becoming a college professor. Committee Site Visit Report Departments and programs should assure that their graduate students receive instruction in teaching methods, with assessment and feedback on teaching performance and, if possible, with a progression of increasingly advanced teaching experiences including significant in-class teaching.
From page 44...
... 560) TEACHING ASSISTANTSHIPS Of the full-time mathematical sciences graduate students in 1987, 57% were supported by teaching assistantships, whereas in the physical and biological sciences and in engineering, only 24% of the graduate students were dependent on teaching assistantships for support (NRC, 199Oc)
From page 45...
... 3) THE NON-ACADEMIC MARKET To prepare graduate students, postdoctoral associates, and temporary faculty for nonacademic career paths, programs must provide greater breadth of mathematical experience, which often means including statistics, computational mathematics, or operations research.
From page 46...
... Research curing the postdoctoral period snouts oe viewed as the logical next step after the doctorate. The committee observed that clustering of postdoctoral associates and junior faculty with senior faculty and graduate students as well as the continuing guidance of a mentor for each postdoctoral associate or junior faculty member are particularly effective in promoting professional growth in research.


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