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Exploring Open-Ended Responses and t...

Irish, Lisa T.

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Exploring Open-Ended Responses and the Implications for Faculty Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Open-Ended Responses and the Implications for Faculty Development./
Author:	Irish, Lisa T.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	223 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10786048
ISBN:	9780355826364

Exploring Open-Ended Responses and the Implications for Faculty Development.
Irish, Lisa T.

Exploring Open-Ended Responses and the Implications for Faculty Development. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 223 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2018.

Strong faculty members, at any institution of higher education, are important because while educating the student body they represent institutional values and program goals in a diverse teaching and learning environment. The purpose of this study was to explore the areas of need for faculty development based on a secondary analysis of student perceptions in open-ended response data. The data used in the secondary analysis of qualitative data was from previously collected open-ended response Student Evaluation of Teaching (SET) data from a single site. The Seven Principles for Good Practice in Undergraduate Teaching standards were applied to frame the data into themes of teaching practice. The study's findings revealed that secondary analysis as the student voice can have an impact on future teaching practice and allows for practitioner and scholarly significance in review and reflection.

ISBN: 9780355826364Subjects--Topical Terms:

641065
Higher education.

Exploring Open-Ended Responses and the Implications for Faculty Development.
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