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ERIC Number: ED556486
Record Type: Non-Journal
Publication Date: 2015-Mar
Pages: 42
Abstractor: As Provided
Reference Count: 78
The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College-Teaching Self-Efficacy. WCER Working Paper No. 2015-1
Connolly, Mark R.; Lee, You-Geon
Wisconsin Center for Education Research
As a result of increased national emphasis on preparing future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities offer teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of these programs on early-career STEM scholars' sense of self-efficacy as postsecondary teachers. In 2011, a survey questionnaire was administered to 2,156 people who in 2009 were doctoral students in STEM departments at three U.S. research universities; 1,445 responded (67%). Regression analysis revealed positive relationships between participation in TD and participants' college teaching self-efficacy, and positive interaction effects for women STEM doctoral students. The paper discusses implications for doctoral students, faculty advisors, and TD programs. The following are appended: (1) Variable Descriptions; and (2) Tables.
Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: Wisconsin Center for Education Research
Identifiers - Location: Arizona; Washington; Wisconsin
IES Grant or Contract Numbers: 0817537