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In addition to educating participants about inquiry instruction, equity and inclusion in STEM, and assessment, the Institute for Scientist and Engineer Educators’ (ISEE’s) Professional Development Program (PDP) is intentionally designed to provide opportunities for participants to return in subsequent years to observe (shadow), practice, and train in a variety of roles (e.g., design team leader, discussion group leader, apprentice facilitator, apprentice instructor). Returning participants not only receive instruction to guide them in these roles, but also receive feedback from core team designers and experienced facilitators and instructors while conducting and after performing these roles. Panelists will discuss one or more roles they engaged in as a PDP participant and how these experiences shaped their approaches to learning, teaching, and working with others as part of their professional careers. Topics to be covered will include leadership, facilitating dialogues and group discussions, the process of active listening, and the intentional design of ideas around diversity, equity, and inclusion. 

The Professional Development Program (PDP) was a highly impactful and innovative program that was run by the Institute for Scientist & Engineer Educators for twenty years, from 2001–2020. The program trained early-career scientists and engineers to teach effectively and inclusively, while also developing participants’ skills in leadership, collaboration, and teamwork. In this paper, we summarize important aspects of the PDP and some of the program’s major outcomes, describe legacies of the program, and share recommendations based on two decades of experience. A large section of this paper details aspects of the PDP that we consider essential to the program but that might not be apparent from other documentation of the program. Recommendations for others interested in professional development of STEM graduate students and postdoctoral scholars are: 1) invest in establishing program culture; 2) prepare participants pursuing all STEM career paths for inclusive teaching; 3) focus on teaching and learning authentic STEM practices of participants’ fields; 4) provide authentic and challenging contexts for practicing professional skills; 5) model all aspects of what participants are expected to do; and 6) provide opportunities for growth and becoming a collaborator within the community.