PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Evaluation of graduate student professional development and instruction by mathematics departments: Results from a national survey
Page: 1442
Findings from a recent national survey indicate that two thirds of graduate-degree-grantingmathematics departments provide some form of teaching-related professional development totheir graduate students. Despite the prevalence of such programs, little is known about howdepartments evaluate the quality of the graduate students’ instruction or the efficacy of theirprofessional development. We present a mixed-method analysis of data to shed light on both ofthese topics. We found that graduate students and their professional development are most oftenevaluated based on student evaluations. Other research indicates the ineffectiveness of studentevaluations as measures of teaching, and so this finding indicates a need for research-guidedevaluation tools for graduate student professional development.Key words: