Instructional Development and Classroom Communication A Case Study of First-Semester College Students in the Liberal Arts Curriculum

by Burk, Tamara L.

• ISBN13: 9780761832041
• ISBN10: 0761832041
• Format: Paperback
• Copyright: 2005-07-06
• Publisher: UPA
• More Book Details
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Summary

This book is about teachers learning about teaching. As increasingly complex educational models and new theories of student learning have become part of the discourse of higher education, college instructors have sought new opportunities for instructional development. However, while more and more schools are supporting these programs, there have been very few efforts to examine the outcomes of faculty training. This book follows a group of faculty through efforts to make their teaching more interactive, and describes the results by reporting the reactions of the first-year college students in their classes. Included along the way are the personal reflections of the faculty members as they struggle with new techniques, and revelations about what worked and what didn't. The result is a compelling case for peer and institutional support in the ongoing process of instructional development.

Table of Contents

LIST OF FIGURES	ix
LIST OF TABLES	xi
PREFACE	xiii
ACKNOWLEDGMENTS	xvii
CHAPTER 1: THE NATURE AND SIGNIFICANCE OF THE STUDY	1	(14)
Introduction	1	(2)
Historical Background	3	(3)
Research Questions	6	(1)
Significance of the Study	7	(1)
A Personal Disclaimer	8	(1)
Definitions of Terms	8	(2)
Summary	10	(5)
CHAPTER 2: RELATED LITERATURE	15	(16)
Introduction	15	(1)
Freshmen Experience and Freshman Seminars	15	(3)
Classroom Oral Communication and Learning	18	(5)
Faculty Instructional Development and Effective Pedagogy	23	(3)
Intersections	26	(3)
Summary	29	(2)
CHAPTER 3: METHODOLOGY	31	(12)
Introduction	31	(1)
The Qualitative Paradigm	31	(1)
Participants	32	(2)
Data Collection	34	(3)
Data Analysis	37	(2)
Project Time-Line	39	(1)
Limitations of the Study	40	(3)
CHAPTER 4: SUMMARY AND ANALYSIS OF THE DATA	43	(66)
Introduction	43	(2)
Faculty Responses to the Instructional Development Program	45	(13)
Impacts on Instructional Strategies	58	(15)
Faculty Perceptions of Success and Failure	73	(11)
Student Awareness of Pedagogy	84	(5)
Student Perceptions of Success and Failure	89	(3)
The Personal Report of Communication Apprehension	92	(1)
Reality and Perceptions of Classroom Communication	93	(2)
Summary	95	(14)
CHAPTER 5: IMPLICATIONS FOR PRACTICE AND FUTURE RESEARCH	109	(18)
Introduction	109	(1)
The Study	109	(1)
Freshmen Experience and Freshman Seminars	110	(2)
Classroom Oral Communication and Learning	112	(3)
Faculty Instructional Development and Effective Pedagogy	115	(3)
A Summary of Implications for Policy and Practice	118	(1)
A Model for the Promotion of Effective College Teaching	119	(2)
Recommendations For Future Research	121	(6)
APPENDICES
A Program Agenda and Related Materials	127	(13)
B Guiding Questions for the Faculty Interviews	140	(1)
C Fall 1996 Student and Faculty Exit Surveys	141	(2)
D Personal Report of Communication Apprehension (PRCA)	143	(1)
E Data Sheet for Recording & Analyzing Classroom Talking	144	(1)
F Permission Form Signed by Faculty Participants	145	(1)
G Wulff's Alignment Model	146	(1)
REFERENCES	147	(18)
INDEX	165	(10)
ABOUT THE AUTHOR	175