dc.contributor.author	Baudier, Josie G.
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2021-09-29T14:29:54Z
dc.date.available	2021-09-29T14:29:54Z
dc.date.issued	2021-09
dc.identifier.other	BC73B670-E300-FCA8-4AA7-9E05756C0C89	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5023
dc.description.abstract	Higher education faculty receive assistance with their instruction, often through teaching or faculty development centers. Instructional consultations, offered by teaching centers, help to examine and analyze teaching to establish areas of improvement. This study examined the perceptions and experiences of higher education faculty who participated in an instructional consultation. The purpose of this study explored the reason for the participants to attend a consultation, their emotions and feelings throughout the consultation, and the perception of the consultation’s benefits. Also, this research showed the differing consultation approaches and processes used by teaching centers consultants. Twelve faculty from the University System of Georgia (USG), which consists of 26 public colleges and universities, participated in the study. The participants varied in rank and institution-type. Data collection occurred through comprehensive semi-structured interviews, summarized in Chapter 4. The three research questions examined in this study: (1) What were the experiences and perceptions that led faculty from the University System of Georgia higher education institutions to participate in an instructional consultation? (1a) What teaching challenge led these higher education faculty to participate in an instructional consultation? (3) How beneficial did the faculty member perceive the consultation process in addressing the reason for the consultation? Major findings include differences in the consultation process based on the institution type, the participant’s motivation to attend, the emotions experienced by the participants, and support for consultations and teaching centers. Keywords: Faculty Development Higher Education, Consultations, Instructional Consultations, Adult Learners, Motivation	en_US
dc.description.tableofcontents	LIST OF TABLES vii -- Chapter 1 INTRODUCTION 1 -- Statement of the Problem 2 -- Conceptual Framework 3 -- Adult Learning Theory 3 -- Motivation Theory 4 -- Purpose of the Study 5 -- Research Design 6 -- Research Questions 7 -- Data Collection 7 -- Significance of the Study 8 -- Limitations and Delimitations 8 -- Definition of Terms 10 -- Organization of Study 12 -- Chapter 2 LITERATURE REVIEW 13 -- Consultation Services and Approaches 14 -- Faculty Services and Processes 15 -- Consultation Approaches 17 -- Effectiveness of Consultations and Faculty Development 20 -- Impact of Faculty Development on Institutions 20 -- Impact of Faculty Development and Consultations 21 -- Effectiveness of Discipline-Based Consultations 23 -- Addressing Gaps in Literature 25 -- Conceptual Framework 27 -- Adult Learning Theory 27 -- Motivation Theory 32 -- Chapter Summary 35 -- Chapter 3 METHODOLOGY 36 -- Research Design 36 -- Research Questions 37 -- Population and Sample 38 -- Data Collection 40 -- Participant Interviews 42 -- Data Coding and Analysis Procedures 43 -- Validity 47 -- Research bias 47 -- Peer Checking 47 -- Rich Data and Extended Time in Field 48 -- Transferability, not Generalizability, of Findings 48 -- Audit trail 48 -- Human Participants and Ethical Precautions 50 -- Chapter Summary 51 -- Chapter 4 RESULTS 52 -- Alan 55 -- Betsy 58 -- Donna 60 -- Fran 62 -- Goldie 64 -- Howard 66 -- Kathy 69 -- Mike 71 -- Molly 72 -- Sam 75 -- Tom 78 -- Violet 81 -- Chapter Summary 83 -- Chapter 5 FINDINGS 84 -- Findings for Research Question 1: Teaching Center Specific 85 -- Exposed to Consultation Service 86 -- Consultation Procedure 86 -- Presence of Teaching Center on Campus 87 -- Findings for Research Question 1: Motivation and Emotions 88 -- Feelings Prior to or During the Consultation 89 -- Feelings After the Consultation Revealed 90 -- Findings for Research Question 1: Rapport of Consultant and Faculty Participant 91 -- Effect of Prior Connections with Consultant 92 -- Collaboration in the Consultation 92 -- Uncomfortable Feelings and Rapport Change 93 -- Perceived Expertise of Consultant 95 -- Findings and Connections to Research Question 1a: Teaching Challenge 96 -- Findings and Connections to Research Question 2: Beneficial 99 -- Meaningful Takeaways 100 -- Seek Additional Consultations 103 -- Share with others 104 -- Additional Developments 105 -- COVID-19 Effect on Consultations 105 -- Mandatory Professional Development 106 -- Chapter Summary 107 -- Chapter 6 DISCUSSION 110 -- Summary of Study 111 -- Restatement of the Problem and Research Questions 112 -- Summary of Methods 113 -- Major Findings 115 -- Approaches and Processes of Consultations 115 -- Motivation for Consultation 119 -- Benefit of Consultation 123 -- Limitations of the Study 127 -- Researcher Bias 127 -- Population Sampling 128 -- Documentation 128 -- COVID-19 129 -- Implications for Current Practice 129 -- Implications for Future Research 131 -- Conclusion 132 -- References 134 -- Appendix A Participant Recruitment Email 142 -- Appendix B Protocol: Opening and Closing Script 145 -- Appendix C Protocol: Interview Questions 149 -- Appendix D Institutional Review Board Approval 152 -- Appendix E Consent Form 154	en_US
dc.format.extent	1 electronic document, 170 pages. 2132771 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	Adult students	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Educational consultants	en_US
dc.subject	Motivation in education	en_US
dc.subject	Universities and colleges--Faculty	en_US
dc.title	A Qualitative Study of the Experiences of Higher Education Faculty in Faculty Developer-Led Instructional Consultations	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Workman, Jamie L.
dc.description.committee	Landau, Jamie
dc.description.committee	Alemanne, Nicole
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US