The Effects of Doctoral Teaching Development on Early-Career STEM Scholars’ College Teaching Self-efficacy
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*Address correspondence to: Mark R. Connolly (E-mail Address: [email protected]).
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© 2018 M. R. Connolly et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
We thank Shihmei Barger for contributions to the study, Bill Hoyt for statistical guidance, and Jenny Vandenberg and Sam Larson for assistance with preparing the article. These generous colleagues provided invaluable feedback on an early draft: Ann Austin, Janet Batzli, Bianca Bernstein, Laura Border, Rique Campa, Diane Ebert-May, Jim Fairweather, Joe Ferrare, Joanna Gilmore, Michelle Harris, Michelle Maher, Rick McGee, Hironao Okahana, Chris Pfund, Nancy Ruggeri, Beth Schussler, Amber Smith, Heather Thiry, and Xueli Wang. This material is based on work supported by the NSF under award 0817537. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.