Data from: From student to educator: How faculty experiences as students relate to STEM teaching and professional identity in higher education

The current study used encouragement as a form of teaching practice to explore faculty perspectives on receiving encouragement as students and how it may relate to dimensions of their professional identity. Results suggest that STEM faculty perceive the importance of their role as teachers and that encouragement aligns with two dimensions of their self- and student-related professional identity. Higher education institution leaders may use the findings to redesign faculty training programs and professional development to increase the use of research-based teaching practices.