Date of Graduation
2001
Document Type
Dissertation/Thesis
Abstract
Several compelling reports are calling for the improvement of undergraduate education. Their central concern is that colleges and universities are not learning communities, where both faculty and students are engaged in a powerful learning environment. The purpose of this study was to learn how faculty are addressing these concerns by approaching teaching as a scholarly activity. The case studies and qualitative analyses of the data revealed that diverse educational institutions and faculty from different disciplines are approaching teaching as an investigative process. The faculty are developing active learning approaches to help students realize the courses' learning outcomes. The faculty are also using multiple assessment strategies to make informed changes in the classroom, which helps maximize student learning. The results of this study illustrate how faculty are reflecting on their course designs and putting more emphasis on the quality of student learning and its improvement, which helps to address the public's expectations of colleges and universities as centers of academic excellence.
Recommended Citation
Cottrell, Scott Allen, "Scholarly teaching: Exploring how diverse faculty investigate course changes to improve student learning." (2001). Graduate Theses, Dissertations, and Problem Reports. 8677.
https://researchrepository.wvu.edu/etd/8677