dc.contributor.author	Conner, Stephanie B.
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2018-2021	en_US
dc.date.accessioned	2021-06-15T13:13:23Z
dc.date.available	2021-06-15T13:13:23Z
dc.date.issued	2021-05
dc.identifier.other	FC36549F-B4B2-08AE-4A16-3A20C01A7B43	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4794
dc.description.abstract	Faculty at colleges and universities across the nation are under pressure to provide engaging classroom environments suited to a diverse student population in order to increase student retention. Faculty professional development is often supported by Centers for Teaching and Learning (CTL). Larger, well-funded schools have created CTLs with dedicated space and staff to administer faculty professional development programming to increase teaching effectiveness. Smaller, less well-funded schools are left to design and implement CTLs without necessary resources. The purpose of this study was to explore the CTL design and implementation at one such regional school in Georgia. Using a case study methodology, the researcher interviewed six participants who were directly involved in the design and implementation process. Data analysis revealed four distinct themes: Support It but not Control It, the Bookcase in an Office, Check the Box, and Creative, Collaborative Space. The findings from this study revealed the challenges stakeholders faced in the development of a CTL. Analysis showed funding was the largest barrier to successful implementation but other barriers such as a perceived disconnect between faculty and administrative ideas hindered the process as well. Even with conflicts during implementation, the analysis showed participants were all willing and eager for a collaborative learning space created by faculty and supported by administration. Findings from this study can benefit administrators, faculty, and staff at similar schools by revealing the experiences of the participants involved in the implementation process. Stakeholders at similar schools can use this study to determine and avoid common barriers and develop strategies to implement CTLs. Keywords: Faculty, Development, CTL, Programming, Change, Administration	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Statement of the Problem 3 -- Purpose of the Study 5 -- Conceptual Framework 5 -- Research Design 8 -- Significance of Study 9 -- Limitations of the Study 10 -- Definition of Terms 10 -- Summary 12 -- Chapter II: REVIEW OF RELEVANT LITERATURE 14 -- Student Retention and Progression 16 -- Impact of Student Characteristics 24 -- Teaching and Learning in Higher Education 32 -- Teaching and Learning Centers 41 -- Theoretical Framework 48 -- Transtheorectical Model of Change 49 -- Summary 55 -- Chapter III: METHODOLOGY 56 -- Research Design 56 -- Research Site 57 -- Participants 58 -- Researcher Relationships 59 -- Data Collection Procedures 60 -- Data Analysis 62 -- Validity and Trustworthiness 63 -- Summary 64 -- Chapter IV: FINDINGS 65 -- Background of Participants 66 -- Narrative Profiles 66 -- Ann 66 -- Franklin 76 -- Eliot 84 -- Justine 92 -- Julia 98 -- Megan 105 -- Summary 113 -- Chapter V: RESULTS 114 -- Discussion of Themes 115 -- Support It but not Control It 115 -- Bookcase in an Office 123 -- Check the Box 129 -- Creative, Collaborative Space 131 -- Summary 136 -- Chapter VI: DISCUSSION AND CONCLUSION 137 -- Research Question Summary 138 -- Implications 144 -- Study Limitations 147 -- Recommendations for Future Studies 149 -- Conclusion 150 -- REFERENCES 154 -- APPENDIX A: IRB Approval 169 -- APPENDIX B: Interview Questions – Faculty Senate 171 -- APPENDIX C: Interview Questions – Faculty Development -- Committee 174 -- APPENDIX D: Interview Questions – Administration 177	en_US
dc.format.extent	1 electronic document, 188 pages. 1299666 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	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.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Universities and colleges--Faculty	en_US
dc.subject	Career development	en_US
dc.subject	School administrators	en_US
dc.title	The Design and Implementation of a Center for Teaching and Learning at a Small, Regional College: A Case Study	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Truby, William F.
dc.description.committee	Lairsey, John D.
dc.description.committee	Bochenko, Michael J.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US