ABSTRACT
A majority of doctoral students enter academia after graduation (National Science Foundation, 2009), and as full-time faculty they will likely spend most of their time teaching (Golde & Dore, 2001). Yet most doctoral programs neglect to prepare their graduates adequately for this pedagogical responsibility (Ishiyama, Miles, & Balarezo, 2010). In their sample of 4,114 doctoral students in their 3rd year or later, Golde and Dore (2001) found that only 36.1% felt prepared by their program to teach undergraduate lecture courses, and a mere 23.3% felt prepared to teach graduate courses.
