ERIC Number: EJ1171580
Record Type: Journal
Publication Date: 2018-Mar
Abstractor: As Provided
The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-Efficacy
Connolly, Mark R.; Lee, You-Geon; Savoy, Julia N.
CBE - Life Sciences Education, v17 n1 Article 14 Mar 2018
To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM scholars' sense of self-efficacy as postsecondary teachers. In 2011, a survey questionnaire was administered to 2156 people who in 2009 were doctoral students in STEM departments at three U.S. research universities; 1445 responded (67%). Regression analysis revealed positive relationships between TD participation and participants' college teaching self-efficacy and positive interaction effects for women. These findings may be used to improve the quality and quantity of TD offerings and help them gain wider acceptance.
Descriptors: STEM Education, Scholarship, College Instruction, College Science, Science Instruction, Self Efficacy, Doctoral Programs, Graduate Students, Undergraduate Students, Regression (Statistics), Questionnaires, Longitudinal Studies, Mixed Methods Research, Student Surveys, Factor Analysis, Teaching Methods, Social Cognition, Career Development, Social Theories, Least Squares Statistics
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: email@example.com; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Arizona; Washington (Seattle); Wisconsin (Madison)
Grant or Contract Numbers: 0817537