Scholarship of Teaching and Learning Commons^™

From Preparation To Practice: A Qualitative Study Examining The Perceptions Of General Education Teachers, Kemba Ayanna Allen

LSU Doctoral Dissertations

ABSTRACT

Teachers are certified either by a traditional university-based program or an alternative route to certification program. Graduates transition into teaching from diverse backgrounds and bring with them various experiences and predetermined expectations and visions of the profession. Teacher education preparation curriculum traditionally has included exposure to pedagogy and theory. These programs amass many underprepared students, which results in graduates who are underexposed to pedagogical best practices.

The scholarship of teaching and learning (SoTL) approach to teaching views learning spaces as sites for knowledge-building, innovation, and inquiry. According to the SoTL, the educator looks carefully and critically at students’ learning …

Building Community In Online Faculty Development, Jennifer Mckanry

Dissertations

The purpose of this mixed-methods study was to examine current best practices building community in online faculty development (FD). Ongoing participation in pedagogical FD is critical to teaching today due to changing technologies, pedagogical strategies, and increasing numbers of at-risk students. However, competing demands make prioritizing FD challenging. As a result, many institutions are implementing online asynchronous FD offerings. Little research exists on online offerings specifically for faculty with needs and motivations different from students. Particularly, it is important to look at social construction of knowledge through community in online asynchronous FD.

This study supplemented the scant literature by interviewing …

Reframing Internationalization: Faculty Beliefs And Teaching Practices, Marco Tulluck

Ed.D. Dissertations in Practice

This study applies Critical Race Theory as a critical lens to gain a clearer understanding of highly racialized policies and teaching practices around international student engagement in US higher education. The findings help to inform higher education leaders of how to support faculty to foster more inclusive and affirming learning environments for international students of color and other diverse student populations.

This mixed methods study employed a modified version of the Colorblind and Multicultural Ideology of STEM Faculty Measure as well as focus group interviews to gain a more complex understanding of how university faculty members’ beliefs align with colorblind …