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Dissertations / Theses on the topic 'College teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

McGinty, Courtney Kristine. "Interpersonal Goals in College Teaching." Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734676.

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<p> The instructor-student relationship is an important predictor of students' attitudes, motivation, and learning. Students benefit when they believe their instructor cares about them and instructors demonstrate caring for their students by supporting their needs. Instructors can support students' emotionally or academically. However, little is known about instructor characteristics that influence instructors' responsiveness to students. </p><p> Compassionate and self-image goals are powerful predictors of relationship dynamics because of their association with responsiveness (Canevello &am

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2

McGinty, Courtney. "Interpersonal Goals in College Teaching." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372168428.

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3

Ho, Suk-ping Angela. "Changing teachers' conceptions of teaching as an approach to enhancing teaching and learning in tertiary education /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263508.

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4

Haokip, Haokhongam. "Increasing awareness of Jesus' teaching methodology to enhance teaching by the faculty of Eastern Bible College /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3150438.

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5

Murray, Christina. "Teaching College Athletes Social Media Appropriateness." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3733.

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It may come as no surprise that Twitter is the most popular social media platform where student athletes, particularly men, post inappropriate content. Male student athletes’ inappropriate tweets have become such a problem for universities, athletic departments, and the NCAA that coaches are forced to place a ban on their players’ social media usage or hire third party monitoring systems. Unfortunately, these reactive responses have not alleviated the problem of athletes differentiating what content is appropriate or inappropriate to tweet on their Twitter accounts. Analysis of the data c

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6

Fremont, Kimberly Miller. "Technology, Learning, and College Teaching Evaluations." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216570.

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Educational Psychology<br>Ph.D.<br>College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and ty

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7

Mumpower, Lee F. "College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.

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The purpose of the study was to examine what teaching methods new college teachers received and which ones they believed were important. New college faculty were asked questions on teaching methods to determine which, if any, were made available to them before they entered college teaching. The research questions under study were: (1) What type(s) of methodological preparation do/does higher education faculty receive? (2) What methodological preparation would be beneficial to new higher education faculty? (3) How do new higher education faculty learn methodological preparation?

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Merriman, Carolyn S. "Teaching Intensive." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8419.

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9

Jordan, Laurn R. Dr. "An Examination of Standards-based Practices in College Algebra in the First Two Years of College." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/msit_diss/114.

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Instructional practices in mathematics courses at two-year colleges include lecture as the predominant instructional form in 78% of two-year colleges, with class sizes averaging about 26 students (AACC, 2005). The National Assessment of Educational Progress (NAEP) indicates that there is a need for change in the practices of mathematics teachers because students are not being served well by the traditional pedagogical approaches (Burrill & Hollweg, 2003). The standards-based reform movement has had a positive impact on pedagogy but there are ongoing issues of alignment of teaching strategies t

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Pearce, Jane. "Teacher identity in university classrooms: reflexivity and professional learning." Thesis, Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/251/.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their per

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Pearce, Jane. "Teacher identity in university classrooms : reflexivity and professional learning /." Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their per

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McEachern, Adriana Garcia. "Teaching employment interviewing techniques to college students." Gainesville, FL, 1989. http://www.archive.org/details/teachingemployme00mcea.

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13

Oesch, Gary Robert. "Teaching Excellence: Perceptions of Community College Students." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001299.

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14

Tatum, Thomas Luther. "Teaching homiletics inductively in the Bible college." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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15

Majewska, Izabela Agata. "College Teachers' Perceptions about Teaching Global Competency." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5750.

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National and international organizations emphasize the importance of teaching global competence in American higher education as a way of preparing students for the rigors of a globalized workforce. Lack of nation-wide educational initiatives aimed at providing institutional guidelines for assessing international relations (IR) courses for this skill acquisition requires colleges to rely on their own resources and ingenuity. Presently, no course assessment methods for gauging global competency attainment exist at Florida College. The purpose of this study was to investigate faculty perceptions

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Merriman, Carolyn S. "Teaching Intensive." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8431.

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17

Harvey, Irene Juanita Sass. "The impact of staff development interventions on teaching and learning at a South African Technikon /." Link to the online version, 2005. http://hdl.handle.net/10019/1618.

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18

Khai, Kham Khan. "Increasing knowledge of teaching and learning for the faculty members of Southeast Asia Bible College in Myanmar /." Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1706818071&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Franklin, Joseph W. "The Attributes, Teaching Effectiveness, and Educational Commitment of Part-time Faculty in North Carolina Community Colleges." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2678.

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This study evaluated the attributes, teaching effectiveness and educational commitment of part-time faculty in enrollment-funded community colleges. The Student Instructional Rating instrument was used to measure student perceptions of instructors in the community college. Twenty four community colleges were randomly selected from North Carolina. Within each college, four full-time and four part-time faculty were randomly selected to participate in the study. Attributes of part-time faculty were compared to attributes of full-time faculty. Teaching effectiveness was assessed from dimensions on

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McKenzie, Jo A. "Variation and change in university teachers' ways of experiencing teaching /." Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040726.154757/index.html.

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21

Crabill, Thomas V. "Teaching Methods of a Successful College Soccer Coach." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1399642117.

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22

Moxness, Katherine. "Individual instructor's perceptions of teaching context : identifying facilitators and barriers to completion of teaching projects." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38248.

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Frameworks seeking to explain teaching competency and development in higher education indicate that context and personal perspectives, as well as knowledge and action are crucial components in the understanding of how and why faculty teach as they do and how development may be encouraged and may be supported. This study sought to contribute to a deeper understanding of individual instructors' perceptions of context of higher education as it related to their teaching projects. This study investigated the daily pursuits and pre-occupations (teaching goals/projects) of an individual instructor, s

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Jenkins, Jacqueline D. "Toward the formulation of a community college policy for the evaluation of teaching based on evidence of student learning." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.39 Mb., 174 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220794.

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24

Shuster, David R. "Teaching Hope| The Influence of College Faculty Teaching Practices on Undergraduate Student Success." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936358.

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<p> Within the framework of hope defined by Snyder et al. (1991) as being comprised of agency and pathways thinking in the context of goal achievement, this study investigated the potential of faculty hopeful teaching practices to positively influence college student hope and success. Hope functions in student success frameworks as a factor that contributes to improved academic outcomes including test scores, GPA, persistence, and graduation. It has state and trait-like qualities that may be influenced during a student’s time on campus, particularly through interaction with faculty. Hope

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Dolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.

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Thesis (Ed. D.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).

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Gibson, Doug. "Strategies for teaching a class to be taught at Ozark Christian College /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p031-0174.

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27

Lorbeer, Scott Henry. "Understanding the experiences of postsecondary faculty and students with precision teaching a phenomenological approach /." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/lorbeer/LorbeerS0507.pdf.

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28

Scales, Renay Ford. "Ethics of Teaching: Beliefs and Behaviors of Community College Faculty." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3212/.

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This study examines the ethical beliefs and behaviors of full-time community college faculty. Respondents report to what degree they practice sixty-two behaviors as teachers and whether they believe the behaviors to be ethical. Survey participants engaged in few of the behaviors, and only reported two actions as ethical: (1) accepting inexpensive gifts from students and (2) teaching values or ethics. The participants reported diverse responses to questions about behavior of a sexual nature, but most agreed that sexual relationships with students or colleagues at the same, higher or lower r

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29

Elstak, Iwan Rene. "College students' understanding of rational exponents a teaching experiment /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186505864.

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30

Qin, Shuoqian. "Applying an intercultural approach to Chinese college language teaching." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11091/.

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This thesis seeks to investigate how the integration of intercultural dimensions in an English as Foreign Language (EFL) syllabus can provide Chinese university students with opportunities to develop their intercultural communicative competence (ICC). It presents both theoretical and practical implications for constructing an ICC framework and intercultural methodology suitable for the EFL context in China. An action research study was planned and carried out over a six-week Intercultural English Course (IEC) among multi-majored undergraduate students in China through an action research study.

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31

Garland, Sidney J. "Teaching missiology at the Theological College of Northern Nigeria." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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32

Cottrell, Scott A. "Scholarly teaching exploring how diverse faculty investigate course changes to improve student learning /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1898.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains vii, 231 p. Includes abstract. Includes bibliographical references (p. 216-219).

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33

Hurt, Joy F. "Community College Instructors' Perceptions of Online Teaching and Learning: A Study of a Rural Community College." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1417.

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34

Kulski, Martijntje M. "The teaching portfolio project: An evaluative case study of a portfolio-based approach to the development of university teaching." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1520.

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This study on the use of teaching portfolios arose from a number of converging trends and policy initiatives within the higher education sector that led to demands for the improvement of, and a more reflective scholarly approach to, university teaching. In Australia, and overseas, institutions have responded to these demands by implementing teaching development and evaluation programs for academic staff that arc based on the use of portfolios. A teaching portfolio is essentially a documentary record of selected aspects of a teacher's work across a range of instructional settings. According to

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Sparrow, Heather. "Teaching excellence : an illusive goal in higher education teaching and learning." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/582.

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In the last decades of the 20th Century, and through the first decade of the 21st Century, both the natural world and human society have experienced dramatic change. Contemporary society world-wide has high expectations of the contribution that universities can make in helping people learn to live with change, to lead change, to manage change, and to support improvement in all spheres of life. The global community seeks ‘excellence’ across all higher education roles: community engagement and leadership, research and innovation, and teaching and learning. However, universities are not always re

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36

Samhaber, Carol Ann. "Canadian Community College Faculty and Teaching and Learning Professional Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1394.

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Many colleges have faced the challenge of engaging faculty in teaching and learning professional development. The purpose of this project study was to investigate why full-time school of business faculty at a small community college in Canada do not complete college course design and student assessment training. Faculty members are urged to complete these trainings in order to implement their courses to successfully prepare students to graduate from college and launch professional careers. The research questions in this study focused on faculty perceptions regarding factors that have prevented

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Cook, Vania Saretta. "Entrepreneurship education at a FET college." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.

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The previous economic structure in South Africa was well served by the FET College institutions in that they provided a resource pool for large companies and organisations. This however, developed a student mindset of becoming an employee instead of the employer of an organisation. With an economy in transition, privately owned companies or organisations now account for an increasing proportion of economic development. Hence, FET Colleges need to redefine their role in the economy and society, specifically in the type of entrepreneurship courses they offer. This study examines the provision of

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38

Zheng, Jie Jane, and 鄭潔. "The Shanghai Art College, 1913-1937." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B37969833.

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39

Borgford-Parnell, James L. "Conceptions of teaching in a research-intensive university : what effective teachers think /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7520.

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40

Weidner, Laura E. "Understanding and application of Learning College concepts among community college support staff employees." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/632.

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Research on the Learning College indicates that everyone in the college must support learning. There have not been previous studies that centered on whether or not support staff, a major constituency group in community colleges, participates in supporting learning. This adapted phenomenological study examined staff in a Learning College to determine their understanding and application of the Learning College concept. Three research questions addressed how these employees understand the concept, perceive their roles, and apply Learning College principles. The study was conducted in a theoretica

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41

Buckmaster, Matthew T. "Teaching strategies of successful college trombone professors for undergradute students." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001712.

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42

Aguda, Narciso. "Is the College-Ready Teaching Framework related to student achievement?" Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631466.

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<p> This dissertation examined the College-Ready Teaching Framework (CRTF), a multiple measure teacher effectiveness rubric created by Green Dot Public Schools. The purpose of the dissertation was to determine whether or not the CRTF as a whole or in part could account for differences in student outcomes (California Standards Test [CST] scores, student growth percentile [SGP], and grade point average [GPA]). The study included teachers and students at Green Dot during the 2012-2013 school year. Correlational analyses were used to determine if there was a relationship between student achievemen

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43

Bosse, Jonathan H. "A teaching manual for single young adults "wisdom after college" /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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44

Gallos, Marilou R. "Reconceptualizing a college chemistry course to improve teaching and learning." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/495.

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This thesis describes the process of course and faculty development in college chemistry at the University of San Carlos in the Philippines. The aim of the research was to increase intellectual engagement through the implementation of a simple instructional cycle to replace a dominant lecture approach. The cycle consisted of three phases: (a) a plenary which is a short presentation of the subject matter, (b) seatwork activity where students work on problems, questions or activities with the instructor moving around the classroom, and (c) closure or summary which includes reactions to learning

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45

Gallos, Marilou R. "Reconceptualizing a college chemistry course to improve teaching and learning." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13158.

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This thesis describes the process of course and faculty development in college chemistry at the University of San Carlos in the Philippines. The aim of the research was to increase intellectual engagement through the implementation of a simple instructional cycle to replace a dominant lecture approach. The cycle consisted of three phases: (a) a plenary which is a short presentation of the subject matter, (b) seatwork activity where students work on problems, questions or activities with the instructor moving around the classroom, and (c) closure or summary which includes reactions to learning

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46

Stout, Jeffrey Wayne Sessions Kyle C. "Teaching western civilization through eyes of faith and reason." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914574.

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Thesis (D.A.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 11, 2006. Dissertation Committee: Kyle Sessions (chair), Lawrence McBride, John Freed. Includes bibliographical references (leaves 153-161) and abstract. Also available in print.

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47

Lam, Siu. "Evaluation of using ICT in teaching tertiary English writing." View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39846994.

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48

van, der Meer Jacques, and n/a. "Mapping first semester challenges : first-year students making sense of their teaching and learning environments." University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081029.154312.

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This thesis investigates first-year students� challenges in making sense of the learning and teaching environment during their first semester at university. The aims for the research are threefold. Firstly, mapping the range of challenges students at one university faced in their learning and teaching environments in the first semester. Secondly, developing a greater understanding of those challenges. Thirdly, identifying what educational initiatives the university could consider that might assist students to meet those challenges. The challenges were examined in the context of changes in high

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Aguilar, Darla Jean. "Calculator Use In Developmental Mathematics in a Community College." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194530.

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The purpose of this study was to examine instructor and student usage of calculators in basic mathematics and prealgebra courses at a community college. Researcher-created surveys were given to 54 instructors and 198 students. The results showed instructors were fairly evenly divided about policies regarding the use of calculators. The major reason for not allowing calculators was that students needed to develop basic skills, and the major reason for allowing calculators was to concentrate on learning concepts. Students used calculators mainly for computation and seldom reported instructors

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Holland, V. Lynne Bates. "Learning to teach, teaching to learn the lived experience of international teaching assistants at a Midwestern university /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1218226885.

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