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