Survey reveals relationships between teaching experience, pedagogical practices, and self-efficacy in engineering faculty.
The objectives of this study were to understand the teaching perspectives and experiences of Engineering faculty members at a large Canadian university with R1 designation. Engineering faculty members were surveyed regarding their teaching experiences, teaching and pedagogical practices, and teaching self-efficacy. The research questions were: (1) do tenure-track status, years of teaching experience, and number of different courses taught impact instructors’ choices of teaching strategies and/or their teaching efficacy beliefs, and 2) how are choices of teaching strategies and teaching efficacy beliefs related? The findings of the study highlight the association between teaching experience and teaching self-efficacy, and provide insights into the kind of support that can be provided to Engineering faculty as they develop their teaching practices.
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Saxe et al. (2025) studied this question.
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