Why do we teach? Examining faculty teaching experiences and motivation

Indiana University

dc.contributor.author	BrckaLorenz, A.
dc.contributor.author	Yuhas, B.
dc.contributor.author	Stupnisky, R. H.
dc.date.accessioned	2019-09-18T20:23:35Z
dc.date.available	2019-09-18T20:23:35Z
dc.date.issued	2017-10-27
dc.identifier.uri	https://hdl.handle.net/2022/24386
dc.description	Presented at the 2017 Professional and Organizational Development Network Annual Conference in Montreal, ON, Canada.
dc.description.abstract	Understanding faculty motivations for teaching can provide a powerful window into what encourages instructors to do the work of teaching. We administered a brief survey developed from self-determination theory to instructional staff at nineteen institutions across the country. These survey items investigated faculty experiences and motivations for teaching. The results varied by race and discipline, among other factors, and we will give an overview of our findings in this session. Discussion will focus on how these findings can inform faculty development and hiring practices. This session was a recipient of the 2017 Robert J. Menges Award for Outstanding Research in Educational Development.
dc.publisher	Professional and Organizational Development Network Annual Conference
dc.rights.uri	https://creativecommons.org/licenses/by/4.0/
dc.subject	FSSE
dc.subject	faculty
dc.subject	faculty motivation
dc.title	Why do we teach? Examining faculty teaching experiences and motivation
dc.type	Presentation