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Rethinking Teaching in STEM Educatio...

Kurland, Shelley Chih-Hsian.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies./
作者:	Kurland, Shelley Chih-Hsian.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	280 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10742610
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. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 280 p.

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

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

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.

ISBN: 9780355563825Subjects--Topical Terms:

516579
Education.

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