Document Type

Dissertation

Publication Date

3-2009

Scholarship Domain(s)

Scholarship of Discovery, Scholarship of Teaching and Learning

Abstract

Despite increased calls in higher education for institutions to be accountable for quality teaching and student learning, at many institutions, the status and quality of teaching and learning has not improved. Many faculty members remain teaching-focused, and institutions often afford a low status to teaching. This is present even at institutions whose missions are teaching-focused. The purpose of this case study was to explore faculty and administrator perceptions at one private, Christian, Midwest teaching institution regarding teaching, the scholarship of teaching and learning, and the institution’s culture and commitment to teaching and scholarship. Through interviews with a purposeful sample of full-time faculty, document analysis, the administration of Trigwell et al.’s (2005) revised Approaches to Teaching Inventory, and through faculty and administrator focus groups, the study provided a rich, thick description of participant perceptions of a teaching institution in the 21st century.

Comments

Ph.D. dissertation completed in 2009 for Capella University.