The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-Efficacy

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 eff...

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Bibliographic Details
Published in:CBE life sciences education 2018-03, Vol.17 (1), p.ar14
Main Authors: Connolly, Mark R, Lee, You-Geon, Savoy, Julia N
Format: Article
Language:English
Subjects:
Career Choice
Career Development
College Instruction
College Science
Doctoral Programs
Education, Graduate
Engineering - education
Ethnicity
Factor Analysis
Faculty
Female
Graduate Students
Humans
Least Squares Statistics
Least-Squares Analysis
Longitudinal Studies
Male
Mathematics - education
Mixed Methods Research
Questionnaires
Racial Groups
Regression (Statistics)
Regression Analysis
Scholarship
Science - education
Science Instruction
Self Efficacy
Social Cognition
Social Theories
STEM Education
Student Surveys
Students
Teaching
Teaching Methods
Technology - education
Undergraduate Students
Universities
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Summary: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.
ISSN:1931-7913
1931-7913
DOI:10.1187/cbe.17-02-0039