國立虎尾科技大學 |

Rethinking Teaching in STEM Education in a Community College : = Role of Instructional Consultation and Digital Technologies.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Rethinking Teaching in STEM Education in a Community College :/
Reminder of title:	Role of Instructional Consultation and Digital Technologies.
Author:	Kurland, Shelley Chih-Hsian.
Description:	1 online resource (280 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355563825

Rethinking Teaching in STEM Education in a Community College : = Role of Instructional Consultation and Digital Technologies.
Kurland, Shelley Chih-Hsian.

Rethinking Teaching in STEM Education in a Community College :Role of Instructional Consultation and Digital Technologies. - 1 online resource (280 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Montclair State University, 2018.

Includes bibliographical references

Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355563825Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Rethinking Teaching in STEM Education in a Community College : = Role of Instructional Consultation and Digital Technologies.
LDR:03260ntm a2200361Ki 4500 001 920301
005 20181130083525.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355563825
035 $a (MiAaPQ)AAI10742610
035 $a (MiAaPQ)montclair:10100
035 $a AAI10742610
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kurland, Shelley Chih-Hsian. $3 1195051
245 1 0 $a Rethinking Teaching in STEM Education in a Community College : $b Role of Instructional Consultation and Digital Technologies.
264 0 $c 2018
300 $a 1 online resource (280 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Jeremy Price.
502 $a Thesis (Ph.D.)--Montclair State University, 2018.
504 $a Includes bibliographical references
520 $a Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational technology. $3 556755
650 4 $a Community college education. $3 1179956
650 4 $a Science education. $3 1151737
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0710
690 $a 0275
690 $a 0714
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Montclair State University. $b CEHS (TETD). $3 1195052
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10742610 $z click for full text (PQDT)