Faculty Mentor(s)
Dr. Ruth Reynolds
Dr. Sara Spruce
Project Type
EdD Colloquium - ONU
Scholarship Domain(s)
Scholarship of Discovery, Scholarship of Teaching and Learning
Presentation Type
Presentation
Abstract
Many college programs are designed to graduate individuals who are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative, quasi-experiment study examined college faculty member’s level of training in the area of teaching practices and methodology. The relation to student satisfaction, current course performance, attendance, the belief in the need for training, and faculty member’s sense of efficacy in teaching was explored. The Statistical Package for the Social Sciences (SPSS) was used to organize the data using a one-way ANCOVA to analyze the impact the level of training had on each area. Ninety-two faculty members and 405 students responded to the online survey, adapted from Pintrich, Smith, Garcia, and McKeachie (1991), Rosensitto (1999), Woolfolk and Hoy (1990), and Purdue Instructor Course Evaluation Service (2011). The researcher found statistically significant results for student satisfaction, current course performance and attendance. The faculty member’s belief in the need for teaching methodology training showed that 96% (n = 87) of the faculty surveyed felt there was a need to be trained to teach at the college level. It is recommended that college institutions develop a more formalized training program for faculty members. Further studies are needed to determine long-term impact on this training.
Permission Type
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, Adult and Continuing Education and Teaching Commons, Community College Education Administration Commons, Community College Leadership Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Scholarship of Teaching and Learning Commons
The Impact of Teacher Methodology Training for Higher Education Faculty Members
Other
Many college programs are designed to graduate individuals who are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative, quasi-experiment study examined college faculty member’s level of training in the area of teaching practices and methodology. The relation to student satisfaction, current course performance, attendance, the belief in the need for training, and faculty member’s sense of efficacy in teaching was explored. The Statistical Package for the Social Sciences (SPSS) was used to organize the data using a one-way ANCOVA to analyze the impact the level of training had on each area. Ninety-two faculty members and 405 students responded to the online survey, adapted from Pintrich, Smith, Garcia, and McKeachie (1991), Rosensitto (1999), Woolfolk and Hoy (1990), and Purdue Instructor Course Evaluation Service (2011). The researcher found statistically significant results for student satisfaction, current course performance and attendance. The faculty member’s belief in the need for teaching methodology training showed that 96% (n = 87) of the faculty surveyed felt there was a need to be trained to teach at the college level. It is recommended that college institutions develop a more formalized training program for faculty members. Further studies are needed to determine long-term impact on this training.