Understanding of How Faculty in Higher Education Make Instructional
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Authors
Conner, Charles Lamar, Jr.
Issue Date
2021-04
Type
Dissertation
Language
en_US
Keywords
Dissertations, Academic--United States , Decision making , Academic achievement , Education, Higher , Universities and colleges--Faculty , Teaching
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Abstract
There is mounting pressure to improve student academic success by addressing the learning environment in higher education classrooms (Lemberger, Brigman, Webb, and Moore, 2011-2012). Oleson and Hora (2014) indicated that university faculty are constantly being evaluated on the types of teaching methods they implement in the classroom environment; however, faculty are often unable to provide a rationale for specific methods because so many different elements, including a lack of formal pedagogical preparation, influence their teaching methods. The purpose of the study was to understand the role of personal and professional experiences influencing pedagogical decisions of university faculty.
A qualitative study was conducted using a basic interpretive study. Structured interviews were conducted with eight undergraduate faculty members from four different disciplines: biology, healthcare, history, and psychology. Data collected through interviews were analyzed to determine the following themes: effective course components, student behaviors, management of behaviors, previous instructor influences, and previous experience reflection.
A key finding in the study revealed faculty from across the disciplines recognized similar elements such as clear learning objectives and outcomes, providing material with real-world relevance, and establishing a clear relationship between faculty and student as effective course components. Another key finding indicated faculty seem to recognize student behaviors that tend to distract from learning across disciplines. A final key finding revealed faculty from across disciplines emphasize positive and de-emphasize negative influences they received from their previous instructors.
Keywords: Instructional Decisions, Higher Education, Pedagogical Training, Undergraduate Faculty
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.