Date of Award

Fall 12-2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

Sherry Herron

Committee Chair School

Biological, Environmental, and Earth Sciences

Committee Member 2

Teresa Welsh

Committee Member 2 School

Library and Information Science

Committee Member 3

Richard Mohn

Committee Member 3 School

Education

Abstract

This study examines the faculty’s perspective of the teaching innovation of faculty and student classroom partnerships. Four major conclusions flow from the study. Firstly, faculty/student classroom partnerships are in the ‘early adopter’ stage of the classic innovator through laggard diffusion of innovation continuum. Secondly, the faculty who self-selected themselves as ‘adopters’, of faculty/student partnerships, indicate their attitude toward the teaching method align with what literature says are the attitudes of faculty who have adopted faculty/student classroom partnerships. Thirdly, there is a statistically significant difference in attitudes toward faculty/student classroom partnerships between those who self-identify as ‘adopters’ and those who self-identify as ‘not-yet-adopted’ the teaching innovation. Lastly, the questionnaire developed and tested, in this pilot study, addressed institutional and individual constructs. Several sub-constructs lie within each of those broad constructs. Sub-construct question banks might have use as separate instruments thus providing users the ability to perform targeted analysis on identified focus areas. Also, the questionnaire might be adapted to allow measurement of other teaching methods.

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