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    "It's the Journey": Exploring the Consequences of a Professional Development Workshop for College Astronomy Faculty

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    Author
    Dokter, Erin
    Issue Date
    2008
    Keywords
    College Teaching
    Faculty Change
    Faculty Development
    Higher Education
    Qualitative Methods
    Advisor
    Johnson, Bruce
    Carter, Kathy
    Committee Chair
    Johnson, Bruce
    Carter, Kathy
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    The purpose of this qualitative study was to explore the range of consequences of a professional development workshop for two- and four-year college astronomy faculty. Its focus was how faculty participants chose to incorporate ideas and teaching strategies from the workshop with their own teaching ideas and practices. Data included pre- and post-workshop open-ended survey responses on teaching strategies from 126 faculty, follow-up online survey responses on reported teaching practices from forty-one faculty, semi-structured interviews and classroom observations with five faculty "heavy adopters" of the workshop teaching techniques, and surveys from their students. Analytical techniques used were both traditional, such as clustering, counting, and iterative descriptive coding (Miles and Huberman, 1994); as well as non-traditional, such as circle graphs (Aumann et al., 1999), and analysis of linguistic metaphors (Martin and Lueckenhausen, 2005). The main consequence of this study is that faculty development workshops can help support faculty as they create their own teaching path, and support their students in doing the same. Faculty participants reported incorporating workshop teaching strategies to their teaching practice following their participation. Interviews with and classroom observations with the five "heavy adopters" characterized how each individual retrofitted the techniques to suit his or her own teaching approaches, as revealed by their dominant teaching metaphor, as well as the metaphors used by their students to describe their classes.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Teaching & Teacher Education
    Graduate College
    Degree Grantor
    University of Arizona
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