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Faculty development toward a learnin...

Flint, Wendy J.

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Faculty development toward a learning college: Peer mentoring and critical reflection on learner-centered teaching techniques.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Faculty development toward a learning college: Peer mentoring and critical reflection on learner-centered teaching techniques./
Author:	Flint, Wendy J.
Description:	200 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2469.
Contained By:	Dissertation Abstracts International65-07A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3138938
ISBN:	0496860895

Faculty development toward a learning college: Peer mentoring and critical reflection on learner-centered teaching techniques.
Flint, Wendy J.

Faculty development toward a learning college: Peer mentoring and critical reflection on learner-centered teaching techniques. - 200 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2469.

Thesis (Ph.D.)--Capella University, 2004.

This action science-based research study explores peer mentoring in higher education as a solution for faculty development toward a learning college. It describes a field research project launched at College of the Desert in Palm Desert, California by three faculty who experimented with a teaching technique unfamiliar to them. The purpose of the research is to examine peer mentoring as a method to assist faculty in the understanding of learner-centered instructional strategies to improve student learning. The discussion covers relevant literature on learning colleges and organizations, mentoring, critical reflection, double-loop learning, problem-based learning, action science-based research, and faculty development. The following significant results were identified in a quantitative research study on student learning: (a) students are more likely to achieve course objectives in a problem-based class; (b) all learning styles had significant increase in learning with problem-based learning; and (c) students are more likely to be actively involved in their own learning in a problem-based class. The qualitative data collected from participating faculty found that: (a) problem-based learning made a substantial impact on student learning; (b) the trade-off of losing some lecture time to facilitate a problem-based activity was worth it; (c) student learning outcomes should be closely tied to the problem-based activity; (d) problem-based techniques and other learner-centered techniques are valuable and worth investing time to learn; and (e) faculty need to continue to learn from other faculty.

ISBN: 0496860895Subjects--Topical Terms:

1018008
Education, Community College.

Faculty development toward a learning college: Peer mentoring and critical reflection on learner-centered teaching techniques.
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245 1 0 $a Faculty development toward a learning college: Peer mentoring and critical reflection on learner-centered teaching techniques.
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500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2469.
500 $a Adviser: Julia Bronner.
502 $a Thesis (Ph.D.)--Capella University, 2004.
520 $a This action science-based research study explores peer mentoring in higher education as a solution for faculty development toward a learning college. It describes a field research project launched at College of the Desert in Palm Desert, California by three faculty who experimented with a teaching technique unfamiliar to them. The purpose of the research is to examine peer mentoring as a method to assist faculty in the understanding of learner-centered instructional strategies to improve student learning. The discussion covers relevant literature on learning colleges and organizations, mentoring, critical reflection, double-loop learning, problem-based learning, action science-based research, and faculty development. The following significant results were identified in a quantitative research study on student learning: (a) students are more likely to achieve course objectives in a problem-based class; (b) all learning styles had significant increase in learning with problem-based learning; and (c) students are more likely to be actively involved in their own learning in a problem-based class. The qualitative data collected from participating faculty found that: (a) problem-based learning made a substantial impact on student learning; (b) the trade-off of losing some lecture time to facilitate a problem-based activity was worth it; (c) student learning outcomes should be closely tied to the problem-based activity; (d) problem-based techniques and other learner-centered techniques are valuable and worth investing time to learn; and (e) faculty need to continue to learn from other faculty.
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710 2 0 $a Capella University. $3 1017687
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