PhD thesis,
Differences between full- and part-time faculty in the practice of and value for learner-centered teaching: A case study at a private urban liberal arts college
University of Wyoming, PhD Thesis, (2001)
Abstract
This institutional case study examined self-reported practices and beliefs of faculty regarding the degree to which they practice and value learner-centered teaching principles in their teaching of undergraduate and graduate students at a private-urban liberal arts college. The Principles of Adult Learning Scale (PALS) was used as the primary data-gathering tool. Analysis showed slight but statistically significantly differences between full-time and part-time faculty in both the degree of practice and the expression of importance of learner-centered institution. The study results did not determine any significant differences by gender or age in either practice of or value for learner-centered teaching. However, it was noted that faculty teaching exclusively at the graduate level reported less incorporation of learner-centered principles into their teaching and rated learner-centered teaching precepts as less important than their faculty counterparts with exclusively undergraduate or combined undergraduate and graduate teaching assignments. Follow-up personal interviews with both full- and part-time faculty corroborated the results of the PALS survey, with part-time faculty expressing inability to devote sufficient time required to modify courses in order to incorporate learner-centered teaching techniques. Among the recommendations emanating from this study is that the college should consider development of faculty professional education programs on the application of learner-centered teaching techniques, with said programs being designed especially to suit the needs of part-time faculty.
