The Effectiveness of a College-Wide Research Learning Community in Increasing the Research Self-Efficacy of New Faculty
Abstract
Learning communities are widely used in academic settings to promote both student and faculty development. However, little is known about the usefulness of learning communities in supporting research self-efficacy and development for tenure-track faculty. This study investigated the impact of participation in a cohort-based research learning community on 21 newly hired faculty members—specifically regarding research self-efficacy, grant production, and scholarly activity. Results indicate that faculty members’ research self-efficacy as well as grant and manuscript production increased significantly after participation in a cohort-based, year-long research learning community. Suggestions for future research in the area of faculty research learning communities are discussed.
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