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College professors' description of t...

Wolle, Rhoda S.

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College professors' description of the lived experience of working with first-year learners: A phenomenological study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	College professors' description of the lived experience of working with first-year learners: A phenomenological study./
Author:	Wolle, Rhoda S.
Description:	172 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
Subject:	Education, Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3458038
ISBN:	9781124692623

College professors' description of the lived experience of working with first-year learners: A phenomenological study.
Wolle, Rhoda S.

College professors' description of the lived experience of working with first-year learners: A phenomenological study. - 172 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ph.D.)--Capella University, 2011.

Persistence to college graduation is a worthy goal, yet many learners fall short. The majority of students who leave college do so during or right after their first year of college. Considerable research has been conducted regarding what college students can do to promote their own persistence to graduation. This research sought to better understand the experiences from the perspective of faculty teaching first-year learners. The present study examined the question, "What is the lived experience of college professors' teaching first-year learners?" The study utilized a qualitative, phenomenological approach to better understand professors' experiences. Data were collected from 12 faculty members who taught first-year learners at a small, liberal arts college in the Midwest. The experiences of the participants suggested the relationship established between a student and professor is the building block of the collaboration of learning. The participants' experiences also revealed that executive functioning and strong character development represent key ingredients to college success. The results of this study may be useful in facilitating professional development that effectively addresses the needs of first-year learners.

ISBN: 9781124692623Subjects--Topical Terms:

1669025
Education, Pedagogy.

College professors' description of the lived experience of working with first-year learners: A phenomenological study.
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020 $a 9781124692623
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100 1 $a Wolle, Rhoda S. $3 1679695
245 1 0 $a College professors' description of the lived experience of working with first-year learners: A phenomenological study.
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: Mary Enright.
502 $a Thesis (Ph.D.)--Capella University, 2011.
520 $a Persistence to college graduation is a worthy goal, yet many learners fall short. The majority of students who leave college do so during or right after their first year of college. Considerable research has been conducted regarding what college students can do to promote their own persistence to graduation. This research sought to better understand the experiences from the perspective of faculty teaching first-year learners. The present study examined the question, "What is the lived experience of college professors' teaching first-year learners?" The study utilized a qualitative, phenomenological approach to better understand professors' experiences. Data were collected from 12 faculty members who taught first-year learners at a small, liberal arts college in the Midwest. The experiences of the participants suggested the relationship established between a student and professor is the building block of the collaboration of learning. The participants' experiences also revealed that executive functioning and strong character development represent key ingredients to college success. The results of this study may be useful in facilitating professional development that effectively addresses the needs of first-year learners.
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650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Educational Psychology. $3 1017560
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710 2 $a Capella University. $b Harold Abel School of Social and Behavioral Sciences. $3 1678347
773 0 $t Dissertation Abstracts International $g 72-08A.
790 1 0 $a Enright, Mary, $e advisor
790 1 0 $a Jarvis, Sara $e committee member
790 1 0 $a Longo, Nancy $e committee member
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3458038