"It's the Journey": Exploring the Consequences of a Professional Development Workshop for College Astronomy Faculty

Persistent Link:
http://hdl.handle.net/10150/195673
Title:
"It's the Journey": Exploring the Consequences of a Professional Development Workshop for College Astronomy Faculty
Author:
Dokter, Erin
Issue Date:
2008
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this qualitative study was to explore the range of consequences of a professional development workshop for two- and four-year college astronomy faculty. Its focus was how faculty participants chose to incorporate ideas and teaching strategies from the workshop with their own teaching ideas and practices. Data included pre- and post-workshop open-ended survey responses on teaching strategies from 126 faculty, follow-up online survey responses on reported teaching practices from forty-one faculty, semi-structured interviews and classroom observations with five faculty "heavy adopters" of the workshop teaching techniques, and surveys from their students. Analytical techniques used were both traditional, such as clustering, counting, and iterative descriptive coding (Miles and Huberman, 1994); as well as non-traditional, such as circle graphs (Aumann et al., 1999), and analysis of linguistic metaphors (Martin and Lueckenhausen, 2005). The main consequence of this study is that faculty development workshops can help support faculty as they create their own teaching path, and support their students in doing the same. Faculty participants reported incorporating workshop teaching strategies to their teaching practice following their participation. Interviews with and classroom observations with the five "heavy adopters" characterized how each individual retrofitted the techniques to suit his or her own teaching approaches, as revealed by their dominant teaching metaphor, as well as the metaphors used by their students to describe their classes.
Type:
text; Electronic Dissertation
Keywords:
College Teaching; Faculty Change; Faculty Development; Higher Education; Qualitative Methods
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching & Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Johnson, Bruce; Carter, Kathy
Committee Chair:
Johnson, Bruce; Carter, Kathy

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.title"It's the Journey": Exploring the Consequences of a Professional Development Workshop for College Astronomy Facultyen_US
dc.creatorDokter, Erinen_US
dc.contributor.authorDokter, Erinen_US
dc.date.issued2008en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this qualitative study was to explore the range of consequences of a professional development workshop for two- and four-year college astronomy faculty. Its focus was how faculty participants chose to incorporate ideas and teaching strategies from the workshop with their own teaching ideas and practices. Data included pre- and post-workshop open-ended survey responses on teaching strategies from 126 faculty, follow-up online survey responses on reported teaching practices from forty-one faculty, semi-structured interviews and classroom observations with five faculty "heavy adopters" of the workshop teaching techniques, and surveys from their students. Analytical techniques used were both traditional, such as clustering, counting, and iterative descriptive coding (Miles and Huberman, 1994); as well as non-traditional, such as circle graphs (Aumann et al., 1999), and analysis of linguistic metaphors (Martin and Lueckenhausen, 2005). The main consequence of this study is that faculty development workshops can help support faculty as they create their own teaching path, and support their students in doing the same. Faculty participants reported incorporating workshop teaching strategies to their teaching practice following their participation. Interviews with and classroom observations with the five "heavy adopters" characterized how each individual retrofitted the techniques to suit his or her own teaching approaches, as revealed by their dominant teaching metaphor, as well as the metaphors used by their students to describe their classes.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectCollege Teachingen_US
dc.subjectFaculty Changeen_US
dc.subjectFaculty Developmenten_US
dc.subjectHigher Educationen_US
dc.subjectQualitative Methodsen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorJohnson, Bruceen_US
dc.contributor.advisorCarter, Kathyen_US
dc.contributor.chairJohnson, Bruceen_US
dc.contributor.chairCarter, Kathyen_US
dc.contributor.committeememberTomanek, Debraen_US
dc.contributor.committeememberMacario, Kylaen_US
dc.identifier.proquest10161en_US
dc.identifier.oclc659750742en_US
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