Rozprawy doktorskie: „College teaching”

1

McGinty, Courtney Kristine. "Interpersonal Goals in College Teaching". Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734676.

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The instructor-student relationship is an important predictor of students' attitudes, motivation, and learning. Students benefit when they believe their instructor cares about them and instructors demonstrate caring for their students by supporting their needs. Instructors can support students' emotionally or academically. However, little is known about instructor characteristics that influence instructors' responsiveness to students.

Compassionate and self-image goals are powerful predictors of relationship dynamics because of their association with responsiveness (Canevello & Crocker, 2010). Compassionate goals, or goals focused on supporting others out of genuine concern for others' well-being (Crocker & Canevello, 2008), initiate positive relationship cycles. I proposed two types of compassionate goals, focused either on supporting students' learning or supporting students' emotions. I hypothesized that instructors' compassionate goals to support students' learning would be most beneficial to students. Self-image goals, or goals focused on creating and maintaining a desired impression in others' eyes (Crocker & Canevello, 2008), undermine healthy relationships. I proposed two types of self-image goals, focused on appearing either likable or competent and hypothesized that both forms of self-image goals would undermine the instructor-student relationship.

The present work was the first investigation of the association between college instructors' compassionate and self-image goals and students' experiences in the class. In Study 1, I created a scale to measure instructors' compassionate and self-image goals for teaching. In Study 2, college instructors' compassionate and self-image goals for teaching were used to predict end-of-semester student evaluations. In Study 3, students' interpretations of their instructors' goals were measured and used to predict student evaluations.

Results indicated that that students respond most positively to instructors' goals to compassionate goals to support their learning. Instructors' compassionate goals to support students' emotions are largely unrelated to students' experiences in the class. Surprisingly, instructors' self-image goals are unrelated to student evaluations.

Overall, this research advances research in several domains. It advances understanding of effective teaching by indicating that instructors' compassionate and self-image are important components of the college classroom. This research also advances theory on interpersonal goals, as this is the first time that a non-relationship compassionate goal has been identified.

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McGinty, Courtney. "Interpersonal Goals in College Teaching". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372168428.

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Ho, Suk-ping Angela. "Changing teachers' conceptions of teaching as an approach to enhancing teaching and learning in tertiary education /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263508.

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4

Haokip, Haokhongam. "Increasing awareness of Jesus' teaching methodology to enhance teaching by the faculty of Eastern Bible College /". Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3150438.

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Murray, Christina. "Teaching College Athletes Social Media Appropriateness". Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3733.

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It may come as no surprise that Twitter is the most popular social media platform where student athletes, particularly men, post inappropriate content. Male student athletes’ inappropriate tweets have become such a problem for universities, athletic departments, and the NCAA that coaches are forced to place a ban on their players’ social media usage or hire third party monitoring systems. Unfortunately, these reactive responses have not alleviated the problem of athletes differentiating what content is appropriate or inappropriate to tweet on their Twitter accounts. Analysis of the data collected from scholarly journal articles, textbooks, and popular press articles revealed that social media education would be the most effective prevention method to lessen student athletes’ inappropriate tweets. This project uses Dr. Mark Robinson’s approach to Personal Player Development in constructing its two resources—multimedia workshops and an interactive Canvas site. The purpose of this project is for student athletes to be more aware of their social media content by knowing how to post appropriate tweet messages on their personal Twitter accounts in order to enable athletes, especially men, to comprehend why certain tweet messages are classified as inappropriate and, therefore, should never be made public. This project is significant because it proposes a preventative method based on increased social media awareness, as opposed to typical reactionary measures.

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Fremont, Kimberly Miller. "Technology, Learning, and College Teaching Evaluations". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216570.

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Educational Psychology
Ph.D.
College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and type of technology use, individual instructor demographics, and ratings of instructor effectiveness were measured using formal student evaluations of teaching (SETs). The findings suggest that significant differences in technology use exist between instructors of varying rank and experience. Additionally, the results suggest that students identify technology as a tool that contributes to their learning, but that technology is not sufficient in and of itself to impact ratings of instructor effectiveness and self-reported student learning. Rather, students identify instructor variables and instructional approach more frequently as important contributors to their learning. Future research should expand on these results by exploring the specific types of technology that students attend to in the classroom and by investigating how best to incorporate technology while maintaining strong pedagogical approaches.
Temple University--Theses

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7

Mumpower, Lee F. "College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers". Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.

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The purpose of the study was to examine what teaching methods new college teachers received and which ones they believed were important. New college faculty were asked questions on teaching methods to determine which, if any, were made available to them before they entered college teaching. The research questions under study were: (1) What type(s) of methodological preparation do/does higher education faculty receive? (2) What methodological preparation would be beneficial to new higher education faculty? (3) How do new higher education faculty learn methodological preparation? (4) What strategies could be developed to assist new higher education faculty in the development of instructional skills? (5) Are there differences between faculty who teach at institutions classified according to the Carnegie Classifications (1987) regarding the importance of methodological preparation and the amount of training received? The conclusions of the study were that new faculty were not prepared for the overall duties of the career as college teacher, except for being knowledgeable in their subject area. New college faculty also indicated a large difference between what they should know prior to beginning their college teaching and what they actually know. There were differences between faculty at two year colleges and at four year colleges, both in what was perceived as important to know and in the amount of training received. The recommendations of the study were that training programs for new college faculty should prepare these faculty in more than content; that as more non-traditional students return to college, faculty need to know more about how adults learn, different student learning styles, and how to increase student motivation; colleges should include training mechanisms for new faculty, such as how to teach, developing mentoring relationships, or creating internships; and orientation programs should be set up for newly hired faculty.

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8

Merriman, Carolyn S. "Teaching Intensive". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8419.

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Jordan, Laurn R. Dr. "An Examination of Standards-based Practices in College Algebra in the First Two Years of College". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/msit_diss/114.

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Instructional practices in mathematics courses at two-year colleges include lecture as the predominant instructional form in 78% of two-year colleges, with class sizes averaging about 26 students (AACC, 2005). The National Assessment of Educational Progress (NAEP) indicates that there is a need for change in the practices of mathematics teachers because students are not being served well by the traditional pedagogical approaches (Burrill & Hollweg, 2003). The standards-based reform movement has had a positive impact on pedagogy but there are ongoing issues of alignment of teaching strategies to more student-centered practices (Barrington, 2004). This study examined the standards-based teaching practices of college mathematics faculty in the first two years to answer the research questions: What alignment exists between two-year college mathematics instructor’s knowledge and the instructional standards published by the American Mathematical Association of Two-Year Colleges in Beyond Crossroads? What are the components that characterize the instructional practices of two-year college instructors? What relationship exists between the alignment of Two-Year College mathematics faculty instructional practices with Beyond Crossroads? An interpretative qualitative methodology with an embedded survey was applied to examine how the American Mathematical Association of Two Year Colleges standards are currently being aligned with instruction in the first two years of college. An analysis of the data revealed that standards-based teaching strengthens instructor delivery and accommodates diverse learning styles. Mathematics faculty use technology as a teaching tool and use a variety of student-centered activities to engage students to help them make meaningful connections. Findings from the study suggest there exist a strong relationship between the American Mathematical Association of Two Year College standards and instructor practice in the first two years. The findings indicate that mathematics faculty struggled in changing their instructional practice to meet the needs of their students. Furthermore, findings suggest that those invested in the mathematics education in the first two years constantly adjust their teaching through professional development opportunities. Additionally, mathematics faculty modified the curriculum to customize their instruction to align with standards-based teaching practices as their knowledge and awareness of standards develops as a professional.

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Pearce, Jane. "Teacher identity in university classrooms: reflexivity and professional learning". Thesis, Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/251/.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.

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Pearce, Jane. "Teacher identity in university classrooms : reflexivity and professional learning /". Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.

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12

McEachern, Adriana Garcia. "Teaching employment interviewing techniques to college students". Gainesville, FL, 1989. http://www.archive.org/details/teachingemployme00mcea.

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Oesch, Gary Robert. "Teaching Excellence: Perceptions of Community College Students". [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001299.

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Tatum, Thomas Luther. "Teaching homiletics inductively in the Bible college". Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Majewska, Izabela Agata. "College Teachers' Perceptions about Teaching Global Competency". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5750.

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National and international organizations emphasize the importance of teaching global competence in American higher education as a way of preparing students for the rigors of a globalized workforce. Lack of nation-wide educational initiatives aimed at providing institutional guidelines for assessing international relations (IR) courses for this skill acquisition requires colleges to rely on their own resources and ingenuity. Presently, no course assessment methods for gauging global competency attainment exist at Florida College. The purpose of this study was to investigate faculty perceptions of instruction and learning of global competence. Mezirow's transformative learning theory was the conceptual framework that guided this study. The research questions for this study focused on teachers' perceptions of global competence instruction and student skill acquisition, their perceptions of the effectiveness of the INR 2002 Introduction to International Relations course in student global competence learning, and course advantages and disadvantages. An explorative case study design was used to capture the insights of 5 INR 2002 instructors, who have taught the course within the last three years, through individual 45-60-minute interviews. Thematic analysis was used to analyze the gathered data. INR 2002 teachers expressed moderate to high course effectiveness articulating a need for course improvement. The recommendations included the following: (a) create a departmental definition of global competence, (b) employ more classroom discussions into teaching IR, and (c) publish an international IR textbook communally working with non-American universities. This study may impact positive social change by supporting teachers' and administrators' efforts to advance the course curriculum to better equip students with knowledge, skills, and abilities needed for their professional futures.

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Merriman, Carolyn S. "Teaching Intensive". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8431.

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Harvey, Irene Juanita Sass. "The impact of staff development interventions on teaching and learning at a South African Technikon /". Link to the online version, 2005. http://hdl.handle.net/10019/1618.

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18

Khai, Kham Khan. "Increasing knowledge of teaching and learning for the faculty members of Southeast Asia Bible College in Myanmar /". Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1706818071&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Franklin, Joseph W. "The Attributes, Teaching Effectiveness, and Educational Commitment of Part-time Faculty in North Carolina Community Colleges". Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2678.

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This study evaluated the attributes, teaching effectiveness and educational commitment of part-time faculty in enrollment-funded community colleges. The Student Instructional Rating instrument was used to measure student perceptions of instructors in the community college. Twenty four community colleges were randomly selected from North Carolina. Within each college, four full-time and four part-time faculty were randomly selected to participate in the study. Attributes of part-time faculty were compared to attributes of full-time faculty. Teaching effectiveness was assessed from dimensions on the Student Instructional Rating instrument. Various dimensions on the SIR including Faculty/Student Interaction, Overall Quality of the Course, Course Difficulty, and Lectures were used to evaluate instructional effectiveness. A regression model was used to evaluate the attributes of teaching effectiveness for both full-time and part-time faculty and the slopes of regression coefficients were evaluated to determine how effective part-time instruction differed from effective full-time instruction. Part-time faculty were perceived as effective when compared to their full-time counterpart on the dimensions of Faculty/Student Interaction. Other demographic attributes of part-time faculty were evaluated with no significant difference between full-time and part-time faculty. However, full-time faculty were perceived more effective on Overall Quality of the Course, Lectures, Textbooks, and Reading Assignments. Part-time faculty commitment to non-instructional tasks was assessed and the implications for teaching effectiveness were examined. This study also discussed the shift in instructional workloads from part-time to full-time faculty as the number of part-time faculty increase.

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McKenzie, Jo A. "Variation and change in university teachers' ways of experiencing teaching /". Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040726.154757/index.html.

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Crabill, Thomas V. "Teaching Methods of a Successful College Soccer Coach". University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1399642117.

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Moxness, Katherine. "Individual instructor's perceptions of teaching context : identifying facilitators and barriers to completion of teaching projects". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38248.

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Frameworks seeking to explain teaching competency and development in higher education indicate that context and personal perspectives, as well as knowledge and action are crucial components in the understanding of how and why faculty teach as they do and how development may be encouraged and may be supported. This study sought to contribute to a deeper understanding of individual instructors' perceptions of context of higher education as it related to their teaching projects. This study investigated the daily pursuits and pre-occupations (teaching goals/projects) of an individual instructor, specifically, the instructional demands, departmental demands, the personal and professional pursuits of knowledge and the pursuits of pedagogical knowledge. More specifically, this study investigated perceived facilitators and barriers to the realization of individual teaching and other work projects.
Nineteen full-time faculty members in the Departments of Physiotherapy, Occupational therapy, Nursing, Social Work, Educational Psychology and Education at a large research and teaching university in Montreal, Quebec participated in this study. The instructors were asked to complete an adapted version of Little's (1983) Personal Project Analysis (P.P.A.) instrument, which is designed to elicit an instructor's current pre-occupations or projects in his or her current context. The instructors were asked to rate these projects (seven teaching projects and seven other work projects) using a Likert scale (0 to 10) on twenty-one empirically supported dimensions. These dimensions included the following: enjoyment, difficulty, control, initiative, stress, time pressure, outcome, self-identity, others' view, value congruency, challenge, commitment, competence, support, self-worth, fun, others' benefit, self-benefit, supportiveness of culture (departmental level), hindrance of culture (departmental level), and overall current satisfaction. Instructors were asked to assess their perceived conflicts between two of their teaching projects and two of their other work projects in addition to completing a demographic questionnaire.
The findings indicate that instructors identified five different types of daily pursuits that formed and defined their teaching context, as they perceived it. These five types of daily pursuits (projects) included: course planning and preparation projects; student investment, support and delegation of tasks to student projects; knowledge building and knowledge sharing projects; committees, faculty support and faculty teaching projects; and finally, teaching strategy projects. The instructors also identified five different types of daily pursuits that formed and defined their other work context. These included: publishing, conference presentation and research projects; grant proposals and funding projects; office organization projects; correspondence, university committees, outside mandates, departmental expectations and management of student and faculty projects; and finally, personal objectives and technical skill building projects.
P.P.A. enabled the researcher to identify on an individual instructor level the instructor's perceived facilitators and barriers to the successful completion of teaching and other work projects. Furthermore, P.P.A. as a faculty development instrument or as an alternative to semi-structured interview methods is supported by the findings.

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Jenkins, Jacqueline D. "Toward the formulation of a community college policy for the evaluation of teaching based on evidence of student learning". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.39 Mb., 174 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220794.

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Shuster, David R. "Teaching Hope| The Influence of College Faculty Teaching Practices on Undergraduate Student Success". Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936358.

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Within the framework of hope defined by Snyder et al. (1991) as being comprised of agency and pathways thinking in the context of goal achievement, this study investigated the potential of faculty hopeful teaching practices to positively influence college student hope and success. Hope functions in student success frameworks as a factor that contributes to improved academic outcomes including test scores, GPA, persistence, and graduation. It has state and trait-like qualities that may be influenced during a student’s time on campus, particularly through interaction with faculty. Hope has been previously shown to correlate with improved outcomes across multiple life-domains relevant for post-graduation and lifelong success, achievement, and happiness.

Using a quantitative, self-report survey methodology, student perceptions of the frequency of hopeful faculty teaching behaviors were collected from a convenience sample of undergraduate students (N=236) via the Hopeful Teaching Practices Inventory (HTPI), an instrument developed specifically for this study. Factor analysis resulted in the HTPI structure consisting of three distinct scales representing faculty caring, hope, and feedback practices as suggested by Snyder (2005), all with α reliability scores > .84.

The frequency of the teaching practices measured by these scales were moderately correlated to student hope, and significantly related when controlling for background characteristics. The HTPI scale scores, and particularly the scale representing Snyder et al.’s (1991) conceptualization of hope, predicted student success when controlling for background characteristics. Student hope was also found to be a significant predictor of student success, confirming prior research on the positive benefits of hope. Several interactions with student and professor background characteristics were also observed, yielding further insight into how student-faculty interactions based in hopeful teaching may individually influence student hope and success outcomes.

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25

Dolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.

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Thesis (Ed. D.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).

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Gibson, Doug. "Strategies for teaching a class to be taught at Ozark Christian College /". Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p031-0174.

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Lorbeer, Scott Henry. "Understanding the experiences of postsecondary faculty and students with precision teaching a phenomenological approach /". Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/lorbeer/LorbeerS0507.pdf.

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Scales, Renay Ford. "Ethics of Teaching: Beliefs and Behaviors of Community College Faculty". Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3212/.

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This study examines the ethical beliefs and behaviors of full-time community college faculty. Respondents report to what degree they practice sixty-two behaviors as teachers and whether they believe the behaviors to be ethical. Survey participants engaged in few of the behaviors, and only reported two actions as ethical: (1) accepting inexpensive gifts from students and (2) teaching values or ethics. The participants reported diverse responses to questions about behavior of a sexual nature, but most agreed that sexual relationships with students or colleagues at the same, higher or lower rank were unethical. Additional findings relate to the presence of diversity among the faculty, using school resources to publish textbooks and external publications, selling goods to students, and an expansive list of other behaviors. Findings of this study are compared to results from earlier studies that utilized the same or similar survey instrument with teaching faculty. The study has implications for organizational policy and procedure, for faculty training and development, the teaching of ethics or values in the classroom and for future research.

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Elstak, Iwan Rene. "College students' understanding of rational exponents a teaching experiment /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186505864.

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Qin, Shuoqian. "Applying an intercultural approach to Chinese college language teaching". Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11091/.

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This thesis seeks to investigate how the integration of intercultural dimensions in an English as Foreign Language (EFL) syllabus can provide Chinese university students with opportunities to develop their intercultural communicative competence (ICC). It presents both theoretical and practical implications for constructing an ICC framework and intercultural methodology suitable for the EFL context in China. An action research study was planned and carried out over a six-week Intercultural English Course (IEC) among multi-majored undergraduate students in China through an action research study. The qualitative data gathered provides evidence of the development of learners’ intercultural communicative competence (ICC) and highlights learning and teaching practices that were effective in enhancing students’ learning. The findings indicate that the teaching content and instructional methods contributed significantly to improvement in a number of key areas: cultural knowledge, strengthened positive attitudes toward other cultures, and enhanced intercultural communicative skills. The theoretical conception of ICC represents a comprehensive set of criteria that provide both guidance and challenge. Application of such frameworks, past and future, ensures rigour in the design of intercultural language learning curricula and their associated learning objectives. This study argues that adoption of an ICC methodology together with use of relevant, contextualised content, will more effectively meet the needs of Chinese EFL learners. The intercultural approach arouses great curiosity amongst teachers and offers new perspectives for language learners. This study recommends the further development and implementation of contextualised ICC models that integrate culturally appropriate teaching materials and embrace creative student-centred learning strategies.

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Garland, Sidney J. "Teaching missiology at the Theological College of Northern Nigeria". Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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32

Cottrell, Scott A. "Scholarly teaching exploring how diverse faculty investigate course changes to improve student learning /". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1898.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 231 p. Includes abstract. Includes bibliographical references (p. 216-219).

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Hurt, Joy F. "Community College Instructors' Perceptions of Online Teaching and Learning: A Study of a Rural Community College". VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1417.

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Kulski, Martijntje M. "The teaching portfolio project: An evaluative case study of a portfolio-based approach to the development of university teaching". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1520.

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This study on the use of teaching portfolios arose from a number of converging trends and policy initiatives within the higher education sector that led to demands for the improvement of, and a more reflective scholarly approach to, university teaching. In Australia, and overseas, institutions have responded to these demands by implementing teaching development and evaluation programs for academic staff that arc based on the use of portfolios. A teaching portfolio is essentially a documentary record of selected aspects of a teacher's work across a range of instructional settings. According to some proponents, portfolios can capture the complexity of university teaching in a manner that is both discipline-based and context-specific and thus offer advantages over traditional approaches to teaching appraisal and improvement. However, as portfolios are a relatively recent phenomenon in higher education, their increasing use for both summative and formative evaluation of higher education staff raises a number of questions and concerns. Against this background, the present study explored the role of teaching portfolios in the professional development of academic staff and the appraisal and improvement of teaching quality. It did so through an evaluative case study of a Teaching Portfolio Project (TPP) that involved the planning, implementation and evaluation of a Staff Development Program (SDP) for academic staff in the School of Nursing at Curtin University of Technology. Stufflebeam's CIPP evaluation model, comprising discrete context, input, process and product evaluations, provided the framework for informing the design of the SDP and for a comprehensive investigation of the issues surrounding the use of teaching portfolios in a university setting. The study has shed substantial light on the usefulness of portfolio-based approaches to teaching development. The findings show that with careful planning and appropriate resources a portfolio-based staff development program can be successfully implemented in a university department and point the way to introducing similar initiatives across the university. They also provide insight into how portfolio preparation may be integrated with existing institutional practices for teaching improvement and appraisal, and how portfolios can be adapted to document teaching across a range of instructional settings. Taken together, the findings of the present study demonstrate that the process of portfolio preparation provides a useful approach to the appraisal and improvement of university teaching and can be a powerful and engaging strategy for academic staff development. The findings further demonstrate that the preparation of a portfolio can facilitate reflective teaching practice and improvement, and that group-based approaches can promote a collegial discourse for teaching development. Whilst the findings of the TPP show that portfolio use in higher education appears to fulfil its early promise, they also highlight areas that will require further investigation.

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Sparrow, Heather. "Teaching excellence : an illusive goal in higher education teaching and learning". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/582.

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In the last decades of the 20th Century, and through the first decade of the 21st Century, both the natural world and human society have experienced dramatic change. Contemporary society world-wide has high expectations of the contribution that universities can make in helping people learn to live with change, to lead change, to manage change, and to support improvement in all spheres of life. The global community seeks ‘excellence’ across all higher education roles: community engagement and leadership, research and innovation, and teaching and learning. However, universities are not always regarded as effective in fulfilling the needs of students, business or communities well. This portfolio takes excellence in teaching and learning as its central theme. It presents a framework of seven lenses, through which the concept of excellence is analyzed and evaluated; and provides a series of eight papers, reporting on six research projects that investigate different aspects of teaching excellence. The portfolio includes selected examples from a body of work that was undertaken across a ten-year period, within a single university. All the projects were conducted as authentic workplace activities, guided by two primary intentions. Firstly to develop better understandings of the local context, so as to support enhanced decision-making about improving teaching and learning; and secondly, to make positive and practical changes that actively improve the quality of experience and outcomes for all stakeholders. A variety of research techniques have been used across different studies, however, the overall approach is qualitative, with a focus on rich data collection, analysis and interpretation that respects diverse voices and perspectives. The research approach aims to achieve mutual benefits for participants, researchers, the institution and the wider teaching and learning community. As is appropriate to workplace research, collaboration with administrators and executive leaders, teaching colleagues, research partners and students is a key feature of every study, with the doctoral candidate taking different roles and responsibilities within project teams. In simplistic terms ‘teaching excellence’ typically implies agreement from a range of stakeholders that the university has relevant, strong programs; good resources and facilities; positive learning and employment environments; competent, highly effective teachers and learners; and perhaps most significantly that it achieves positive desirable outcomes. However, excellence is a problematic and contested concept. Stakeholders have quite different priorities, values and expectations. The needs and preferences of students, employers, the disciplines and professions, academics, and communities, can often act in direct opposition. This can create significant difficulties in defining purpose and goals, and agreeing appropriate investment and resource levels, teaching approaches, and student outcomes. Our knowledge and understanding of effective strategies for teaching, learning and assessment has expanded greatly in recent times; however, universities face many challenges in creating, sustaining and demonstrating teaching excellence. The projects in this portfolio do not offer neat and easy solutions, however they provide extremely valuable evidence: firstly as new knowledge to support local improvement; and secondly to contribute rich, deep insight to affirm, extend and challenge scholarship of teaching and learning in the wider academic community.

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Samhaber, Carol Ann. "Canadian Community College Faculty and Teaching and Learning Professional Development". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1394.

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Many colleges have faced the challenge of engaging faculty in teaching and learning professional development. The purpose of this project study was to investigate why full-time school of business faculty at a small community college in Canada do not complete college course design and student assessment training. Faculty members are urged to complete these trainings in order to implement their courses to successfully prepare students to graduate from college and launch professional careers. The research questions in this study focused on faculty perceptions regarding factors that have prevented their completion of this college's course design and student assessment professional development. The conceptual framework for this study was the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation developed by Keller. A bounded case study design using purposeful sampling was adopted and 12 faculty members from the department agreed to participate in the study. Data collection included interviews that were coded and analyzed for common themes. The key findings suggested that faculty would be interested in having input in mandated professional development so that sessions were more closely aligned with their learning needs and performance plans. The project, a white paper, included recommendations based on findings that may be used by the college to establish a faculty professional development policy that is connected to performance and refine the faculty professional development offerings to accommodate faculty learning needs. Student graduates of the college might benefit from this research as faculty, through professional development, become better able to address the knowledge and skills they require to be positioned to contribute effectively to their communities and the Canadian economy.

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Cook, Vania Saretta. "Entrepreneurship education at a FET college". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.

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The previous economic structure in South Africa was well served by the FET College institutions in that they provided a resource pool for large companies and organisations. This however, developed a student mindset of becoming an employee instead of the employer of an organisation. With an economy in transition, privately owned companies or organisations now account for an increasing proportion of economic development. Hence, FET Colleges need to redefine their role in the economy and society, specifically in the type of entrepreneurship courses they offer. This study examines the provision of entrepreneurship education at a FET College in the Eastern Cape with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option. This study followed a qualitative research paradigm, implementing a case study approach during the research. In order to analyse the above, the New Venture Creation and Entrepreneurship and Business Management students were selected for this study. Data were collected by handing out questionnaires to a sample of 200 students to assess entrepreneurship courses and pedagogies. The results of this study, indicate that entrepreneurship education at a specific FET College is not enabling the students with sufficient knowledge and skills to start their own business. The results indicate a low level of entrepreneurship education and a weak standing of entrepreneurship courses, which tend to only be part of the Finance course offered within the Business Studies Department at a FET College. Contributing factors to this low level of entrepreneurship education have been identified by lack of support mechanisms by management, the theoretical orientation of entrepreneurship curriculum, teaching methods and assessment of tasks. Based on these findings, it is strongly suggested that this FET College should: (1) develop specialised entrepreneurship programmes for all students; (2) receive special funding for entrepreneurship education; (3) integrate experiential learning in the curriculum; and (4) give special consideration to training entrepreneurship educators.

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Zheng, Jie Jane, i 鄭潔. "The Shanghai Art College, 1913-1937". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B37969833.

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Borgford-Parnell, James L. "Conceptions of teaching in a research-intensive university : what effective teachers think /". Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7520.

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Weidner, Laura E. "Understanding and application of Learning College concepts among community college support staff employees". ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/632.

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Research on the Learning College indicates that everyone in the college must support learning. There have not been previous studies that centered on whether or not support staff, a major constituency group in community colleges, participates in supporting learning. This adapted phenomenological study examined staff in a Learning College to determine their understanding and application of the Learning College concept. Three research questions addressed how these employees understand the concept, perceive their roles, and apply Learning College principles. The study was conducted in a theoretical framework combining Learning College, change, and organizational culture theories. Data were collected from a purposive sample of full time employees classified by the human resources department as support staff using pre-screening questionnaires and in-depth interviews that were then coded and analyzed using a typological methodology. Themes identified emphasized learning, the availability of lifelong learning, and the importance of every employee. Support staff actions reflected some principles of Learning College theory, and though respondents understood their role in student success, they did not see this role as supporting learning. The study showed that staff do not fully understand the Learning College concept and believe that staff development would be useful in helping them support learning. With professional development, staff may gain greater understanding about supporting learning. The findings have the potential for impacting social change by: (a) helping support staff feel more valued, and, therefore, likely to perform more effectively; and (b) increasing staff understanding of student learning may give greater meaning to their work. Recommendations encourage college leaders to tap into the support staff as a resource.

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Buckmaster, Matthew T. "Teaching strategies of successful college trombone professors for undergradute students". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001712.

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Aguda, Narciso. "Is the College-Ready Teaching Framework related to student achievement?" Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631466.

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This dissertation examined the College-Ready Teaching Framework (CRTF), a multiple measure teacher effectiveness rubric created by Green Dot Public Schools. The purpose of the dissertation was to determine whether or not the CRTF as a whole or in part could account for differences in student outcomes (California Standards Test [CST] scores, student growth percentile [SGP], and grade point average [GPA]). The study included teachers and students at Green Dot during the 2012-2013 school year. Correlational analyses were used to determine if there was a relationship between student achievement outcomes and the CRTF. Factor analysis was used to discover other Factors in addition to the CRTF's original five Domains. Multiple regression and step-wise regression were employed to determine if a combination of indicators, Domains, or Factors could predict student scores. The results of the findings showed that overall there were no relationships between Teacher Effectiveness Score (TES), Teacher Observation Score (TObs), and student outcome metrics (SGP, CST, and GPA). Disaggregating the dataset for math, science, and history separately, however, moderate relationships emerged between TES, TObs, SGP, and CST. Four additional Factors emerged from factor analysis that were similar to the original theoretical Domains created by CRTF designers; however. neither the original Domains nor the additional Factors were related to student outcomes. Finally, no regression model was found to hold any practical significance as no combination of indicators, Domains, or Factors accounted for more than 19.5% of the variation in student outcomes. The findings of this study are largely consistent with similar studies in the research literature where correlation analysis has been promising, yet inconsistent. The results of this study represent the addition of the CRTF to the research literature. Future research on the study of the effect of professional development and the impact of various weights of the CRTF composite score are recommended.

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43

Bosse, Jonathan H. "A teaching manual for single young adults "wisdom after college" /". Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Gallos, Marilou R. "Reconceptualizing a college chemistry course to improve teaching and learning". Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/495.

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This thesis describes the process of course and faculty development in college chemistry at the University of San Carlos in the Philippines. The aim of the research was to increase intellectual engagement through the implementation of a simple instructional cycle to replace a dominant lecture approach. The cycle consisted of three phases: (a) a plenary which is a short presentation of the subject matter, (b) seatwork activity where students work on problems, questions or activities with the instructor moving around the classroom, and (c) closure or summary which includes reactions to learning difficulties encountered by the instructor during phase b. The approach was designed to improve basic teaching skills and to enhance instructors' knowledge of student learning problems. The research employed qualitative and quantitative methods utilising multiple sources of data collection. Validation and reliability criteria were addressed through pluralistic epistemologies; triangulation, use of external observers, member checks, peer commentaries, and case studies. Likewise, the instructors' adaptation to the three phases in the approach were analysed together with students' perceptions of the teaching approaches in the new course. Two instructors, who were involved in the case study, taught the first version of the course having been coached by the researcher who attended almost all lessons within the semester. Analysis of the data indicated that the instructors developed teaching skills applicable in this instructional cycle approach. Problems in the implementation of the cycle were identified and used as the basis for the reconceptualization of a year-long, departmental study involving 13 instructors each of whom applied the instructional cycle to some degree.Three instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. Nine instructors, who were moderately successful implementers, exhibited some pedagogical growth but still had problems in maintaining a well-organised classroom environment. The other three instructors had considerable trouble in applying the new approach. The shift from lecturing to applying the instructional cycle might seem like a relatively small change, yet it is a huge step for instructors who have predominantly taught using lectures for over ten years. This situation called for support by effective intervention through a realistic and practical faculty development program. After an initial training of instructors, extensive coaching in the classroom was used during the implementation phase as well as weekly small group meetings and monthly large group seminars. The course and faculty development process led to a strong increase in chemistry and chemistry pedagogy discussions in the faculty room with increasing collegiality. After the initial implementation, the process of change has continued. Every semester more improvements are made and several other Chemistry courses have been revised using the instructional cycle model of instruction.

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Gallos, Marilou R. "Reconceptualizing a college chemistry course to improve teaching and learning". Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13158.

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This thesis describes the process of course and faculty development in college chemistry at the University of San Carlos in the Philippines. The aim of the research was to increase intellectual engagement through the implementation of a simple instructional cycle to replace a dominant lecture approach. The cycle consisted of three phases: (a) a plenary which is a short presentation of the subject matter, (b) seatwork activity where students work on problems, questions or activities with the instructor moving around the classroom, and (c) closure or summary which includes reactions to learning difficulties encountered by the instructor during phase b. The approach was designed to improve basic teaching skills and to enhance instructors' knowledge of student learning problems. The research employed qualitative and quantitative methods utilising multiple sources of data collection. Validation and reliability criteria were addressed through pluralistic epistemologies; triangulation, use of external observers, member checks, peer commentaries, and case studies. Likewise, the instructors' adaptation to the three phases in the approach were analysed together with students' perceptions of the teaching approaches in the new course. Two instructors, who were involved in the case study, taught the first version of the course having been coached by the researcher who attended almost all lessons within the semester. Analysis of the data indicated that the instructors developed teaching skills applicable in this instructional cycle approach. Problems in the implementation of the cycle were identified and used as the basis for the reconceptualization of a year-long, departmental study involving 13 instructors each of whom applied the instructional cycle to some degree.
Three instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. Nine instructors, who were moderately successful implementers, exhibited some pedagogical growth but still had problems in maintaining a well-organised classroom environment. The other three instructors had considerable trouble in applying the new approach. The shift from lecturing to applying the instructional cycle might seem like a relatively small change, yet it is a huge step for instructors who have predominantly taught using lectures for over ten years. This situation called for support by effective intervention through a realistic and practical faculty development program. After an initial training of instructors, extensive coaching in the classroom was used during the implementation phase as well as weekly small group meetings and monthly large group seminars. The course and faculty development process led to a strong increase in chemistry and chemistry pedagogy discussions in the faculty room with increasing collegiality. After the initial implementation, the process of change has continued. Every semester more improvements are made and several other Chemistry courses have been revised using the instructional cycle model of instruction.

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Stout, Jeffrey Wayne Sessions Kyle C. "Teaching western civilization through eyes of faith and reason". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914574.

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Thesis (D.A.)--Illinois State University, 1998.
Title from title page screen, viewed July 11, 2006. Dissertation Committee: Kyle Sessions (chair), Lawrence McBride, John Freed. Includes bibliographical references (leaves 153-161) and abstract. Also available in print.

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Lam, Siu. "Evaluation of using ICT in teaching tertiary English writing". View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39846994.

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van, der Meer Jacques, i n/a. "Mapping first semester challenges : first-year students making sense of their teaching and learning environments". University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081029.154312.

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This thesis investigates first-year students� challenges in making sense of the learning and teaching environment during their first semester at university. The aims for the research are threefold. Firstly, mapping the range of challenges students at one university faced in their learning and teaching environments in the first semester. Secondly, developing a greater understanding of those challenges. Thirdly, identifying what educational initiatives the university could consider that might assist students to meet those challenges. The challenges were examined in the context of changes in higher education. My interest and motivation for this research project concerns improved practices in the first-year teaching and learning environment, rather than improved students. This means that I did not look for deficits within students, but for indications of what helps or does not help students� introduction to the new environment of academia. By mapping students� challenges in the first semester, I hope to contribute to the understanding of academic staff of the range of challenges students have to deal with. The interpretation of the results and my line of argument are partly influenced and shaped by the theoretical framework of academic literacies, and the notion of de-familiarisation. For this project, two data sources were used. The first source was data from a survey carried out in May 2004 amongst students enrolled in 100-level courses. The second source was data from interviews conducted with first-year students in the same year. In considering the analysis as a whole, a number of key issues could be discerned. These related to communication, academic skills, access to resources and help, and engagement and connection. The results showed that some of these issues had less to do with educational practices, and more to do with contested understandings of the nature of university education, and the nature of students now entering university. I argue that underlying these issues there are contentious questions of who should adjust or adapt to whom: students to the university, or the university to students? Students� reported experiences further suggest that some teachers seemed more aware than others that first-year students face particular challenges. Students did not consider their experiences as reflective of the university as a whole. The university was experienced as an institution with divergent ways of organising courses, of valuing aspects of university learning, and of interpreting seemingly similar things. This suggests that where students experienced challenges, these were not necessarily a function of students� characteristics, or students� attitudes to studying, but of particular course environments. The overall picture that presents itself, then, is that there are challenges that could be considered unnecessary. Whereas few students would experience all of the challenges identified in the results chapters, I argue that there are some aspects that warrant improvement. Improvement initiatives in first-year education, however, are not necessarily considered important by all academic staff. This is another contested issue in universities. A more explicit introduction of first-year students to academia as a range of heterogeneous communities would respond to first-year students� needs for familiarisation and clarity, as well as reflect some of the values that universities could be said to espouse. Successful interventions in first-year education, however, will also depend on ongoing dialogue with staff about various contested issues, the changed and changing context of higher education, and related challenges and opportunities.

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Aguilar, Darla Jean. "Calculator Use In Developmental Mathematics in a Community College". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194530.

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The purpose of this study was to examine instructor and student usage of calculators in basic mathematics and prealgebra courses at a community college. Researcher-created surveys were given to 54 instructors and 198 students. The results showed instructors were fairly evenly divided about policies regarding the use of calculators. The major reason for not allowing calculators was that students needed to develop basic skills, and the major reason for allowing calculators was to concentrate on learning concepts. Students used calculators mainly for computation and seldom reported instructors using calculators in class for any other reason. Students were more likely to see calculators as learning tools than were teachers, who saw calculators mainly as computation machines. The results also indicated that instructors were confused about department calculator policies, and students were confused about classroom calculator use policies.

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Holland, V. Lynne Bates. "Learning to teach, teaching to learn the lived experience of international teaching assistants at a Midwestern university /". Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1218226885.

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