2026 ASEE Annual Conference & Exposition

Fifty-five percent of physical science and engineering postdoctoral scholars enter the academy at the conclusion of their training, with 33% and 22% entering tenure-track and non-tenure track lines, respectively. The success of these new faculty members is dependent on their research training, but also on their ability to navigate the complexities of academia. Historically, doctoral programs, particularly in STEM fields, have been singularly focused on training the next generation of researchers, neglecting the reality that those researchers who join the academy will have a variety of roles beyond research including teaching, mentoring, and service. In response to this disconnect, programs that prepare future faculty members have begun providing opportunities for scholars to develop a wider range of skills relevant to typical faculty roles. These training programs often include professional development in effective teaching and navigating the academic job market. Recent programs have also included a focus on resilience, acknowledging that simply having technical and teaching skills is not sufficient to persist in faculty positions.

Our program aims to train the next generation of dynamic engineering education research scholars who are empowered to perform innovative education research; implement inclusive, evidence-based teaching practices; and cultivate a culture of work-life balance, enabling them to thrive as researchers and educators in academia. The Cultivating Outstanding Researchers and Educators (CORE; pseudonym) program facilitates this transformation in Fellows by illuminating and providing training in five hidden competencies (HC) of academic thriving: HC1) research fundamentals, HC2) career growth, HC3) disciplinary communication, HC4) managing mental health, and HC5) managing social health. Fellows supported through this award engage in a Community of Practice along with current faculty and graduate students. Fellows also engage in research, proposal writing, and teaching praxis with increasing autonomy as they progress in the two-year program. Additionally, Fellows participate in NCFDD’s Core Curriculum, which ties all five hidden competencies together and has been shown to enhance researchers’ writing productivity and well-being. In this paper, we present a summary of the program and reflect on how CORE participants have engaged with the five hidden competencies of academia within the first semester of their program. This paper will provide insights into holistic approaches to postdoctoral research training programs that may inform other postdoctoral positions.

This project is funded by the STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) program that aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field.