dc.contributor.author	Conner, Charles Lamar, Jr.
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2021-07-08T17:40:35Z
dc.date.available	2021-07-08T17:40:35Z
dc.date.issued	2021-04
dc.identifier.other	DC10BD8E-B883-58A8-43A2-E7B4445FA2E7	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4929
dc.description.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	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Statement of the Problem 3 -- Significance of the Problem 4 -- Purpose of This Study 5 -- Research Design 5 -- Research Questions 5 -- Limitations of the Study 6 -- Definition of Terms 7 -- Summary 7 -- Chapter II: REVIEW OF RELEVANT LITERATURE 9 -- Need for Pedagogical Preparation 9 -- Pedagogical Training of Faculty in Higher Education 11 -- Differences in Pedagogical Training in K12 and Higher Education 12 -- Faculty Interaction Styles in Higher Education 15 -- Role of Relationship and Interaction in Effective College Teaching 21 -- Faculty Instructional Strategy 30 -- Scholarship of Teaching 32 -- The Role of Preexisting Experiences on Instructional Decisions 34 -- Role of Effective Instruction and Retention 38 -- Best Practices for Effective Teaching Pedagogy in Higher Education 41 -- Summary 46 -- Chapter III: METHODOLOGY 49 -- Research Questions 49 -- Group and Participant Selection 50 -- Researcher Background and Bias 51 -- Data Collection 52 -- Data Analysis 53 -- Trustworthiness 54 -- Credibility 54 -- Triangulation 55 -- The Researcher’s “Reflective Commentary” 55 -- Member Checks 55 -- Transferability 55 -- Sufficient Description of the Phenomenon 55 -- Conveyance of the Boundaries of the Study 56 -- Dependability 56 -- Detailed Processes 56 -- Thorough Understanding of Methods and Their Effectiveness 56 -- Confirmability 57 -- Ethics Issues 57 -- Researcher Background and Bias 58 -- Summary 64 -- Chapter IV: RESULTS 65 -- Brief Profiles of the Participants 66 -- Describing an Effective Undergraduate Course in Their Respective Field. 70 -- Understanding How Behaviors of Undergraduate Students Impact Faculty Instructional Decision Making. 77 -- Influences on Instructional Style and Decision Making of Faculty Teaching Undergraduate Courses. 88 -- Summary 113 -- Chapter V: DISCUSSIONS AND RECOMMENDATIONS 114 -- Overview 115 -- Discussions of Themes and Conceptual Framework 116 -- Discussion of Research Question One 118 -- Clearly Established Expectations 119 -- Content Geared Toward the Level of the Student 119 -- Real Life Connection 120 -- Influence of student behavior on pedagogy 121 -- Student Behaviors 122 -- Student Attributes 123 -- Student Attendance 123 -- Management of Behaviors 124 -- Discussion of Research Question Three 127 -- Previous Instructor Influence 129 -- Previous Experience Reflection 131 -- Implications 132 -- Recommendations for Future Research 137 -- Conclusion 140 -- REFERENCES 144 -- APPENDIX A: Institutional Review (IRB) Approval 152 -- APPENDIX B: Verbal Consent Script 154 -- APPENDIX C: Email Letter to Perspective Participants 156 -- APPENDIX D: Email Letter to Selected Participants 158 -- APPENDIX E: Interview Guide 160	en_US
dc.format.extent	1 electronic document, 172 pages.	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	Decision making	en_US
dc.subject	Academic achievement	en_US
dc.subject	Education, Higher	en_US
dc.subject	Universities and colleges--Faculty	en_US
dc.subject	Teaching	en_US
dc.title	Understanding of How Faculty in Higher Education Make Instructional	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the College of Education and Human Services	en_US
dc.description.advisor	Hull, Karla M.
dc.description.committee	Archibald, James G.
dc.description.committee	Workman, Jamie
dc.description.degree	Ed.D.	en_US
dc.description.major	Education Leadership	en_US