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|a LB2331.2.W55 2008_WilliamsSharon |2 BU-Local |
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|a Faculty members' pedagogical approaches involving first-year, underprepared college students in active-learning |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2008. |
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|a xiii, 121 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2008. |
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|a Includes bibliographical references (leaves 88-101). |
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|a Copyright Sharon Adams Williams. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose: The purpose of this study was to discover the lived experiences of faculty members and their pedagogical approaches to involving first-year, underprepared college students in active-learning activities. Understanding the worldview of faculty members and their perceptions on engaging and involving first-year, underprepared college students in active-learning activities may provide colleges and universities with instructional practices that promote active-learning among first-year, underprepared college students. In this study, faculty members highlight how embracing active-learning pedagogical practices may assist more faculty members in moving from a teacher centered pedagogy to a learner-centered pedagogy. Method: The researcher used qualitative research methods that integrated the phenomenological tradition. Purposive sampling was used to select qualified participants. The researcher’s sample size for this study was six full-time higher education faculty members who have taught at least one developmental course, i.e., basic reading, writing, or math, to first-year, underprepared college students within the last three years at St. Petersburg College. The theoretical framework used was Astin’s (1999) involvement theory. Data analysis was derived from a web-based, open-ended questionnaire, which was generated by the researcher. The researcher used data generated from this open-ended questionnaire to discover important patterns, themes, and relationships. Major findings: Major findings were discussed in Chapter IV. Faculty members‟ behaviors and interactions may impact first-year, underprepared college students‟ learning outcomes. Barr and Tagg (1995) posited that faculty members play a vital role in students‟ persistence and learning outcomes. According to Upcraft, Gardner, and Barefoot (2005), the key to developing a quality first-year student experience is to value students‟ successful completion of first-year courses which may lead to continuous enrollment during their second year. The commitment must come from faculty and staff whose interactions with first-year students facilitate students‟ academic and personal successes. The four common themes that emerged from this study were the following: (a) direct student involvement, (b) group work, (c) students being engaged and involved in real-life problem solving, and (d) think-pair-share in active peer-to-peer collaboration. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Developmental studies programs. |
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|a Underprepared college students. |
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|a Student-centered learning. |
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|a Williams, Sharon Adams. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001358/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/58/00001/LB2331_2_W55 2008_WilliamsSharonthm.jpg |
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|a Theses and Dissertations |
