Date of Award
Doctor of Philosophy (PhD)
Committee Chair School
Biological, Environmental, and Earth Sciences
Committee Member 2
Committee Member 2 School
Library and Information Science
Committee Member 3
Committee Member 3 School
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.
2018, Adriana Perez
Perez, Adriana, "Are Higher Education Faculty Ready for a Faculty/Student Classroom Partnership? A Pilot Study of a Teaching Innovation" (2018). Dissertations. 1577.
Available for download on Monday, September 26, 2168