Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Connected Classroom
April 7-9, 2002
Exploring (and possibly changing) Faculty Attitudes Toward Teaching and Student-Centered Learning
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By: Bill Dueber |
Abstract
This presentation will explore the "Conceptual Change Model", an intervention strategy faculty development staff can use to help move instructors along the path from traditional lecture-based strategies to student-centered classroom techniques. We'll explore how self-concept relates to teaching style, how it can be influenced, and end by presenting a multi-case study that explores the evolution of teaching self-concept in college faculty who have moved from lecture-based to student-centered approaches.
Description
Despite recurring calls for the use of more interactive teaching techniques in the classroom, lecturing remains the most prevalent classroom activity for faculty. A recent study by Nunn (Nunn, 1996) cites rather depressing data: twenty university faculty members, recognized for their teaching ability and teaching mostly majors in classes of size 15-44, averaged only about 2% of in-class time spent on student discussion.
Why is it that faculty continue to teach primarily through lectures? Haas and Keeley (1998), in their look at faculty resistance to teaching critical thinking skills, posit that faculty simply have not been exposed to other pedagogical styles and assessment strategies associated with them. Other likely prospects include lack of access to proper training (Jacobson, 2000, 2001), pressure from students who are themselves resistant to change (Child & Williams, 1996), class sizes that number in the dozens or hundreds where the lecture model may seem the only viable option (Haas & Keeley, 1998), and the lack of incentives and presence of actual disincentives (Hannah & English, 1999).
And yet, given all these potential disincentives, a noticeable subset of college teachers does embrace student-centered teaching. What differentiates these faculty members from their peers? Kember (1997) and Triggwell (1995) have found a correlation between a teacher's conception of teaching and classroom practice. Teachers that view instruction primarily as the transmission of knowledge tend to lecture; those whose goal is to train students to think within a domain pursue techniques associated with deeper learning. Ho (2001) has extended this in her dissertation research to show a link between teachers' conception of teaching and students' conceptions and practices related to studying. Furthermore, the "conceptual change model" is an approach by which faculty development staff attempts to change professors' conception of teaching, thereby influencing faculty resistance to learner-centered techniques.
This presentation will examine these concepts, focusing on the conceptual change literature, and then present the results of a muti-case study, each case being represented by an individual faculty member known to use learner-centered teaching techniques in the classroom. By exploring the course of changes in self-conception as a teacher over several individuals, we may gain preliminary insight into the process that will provide a lever with which faculty development staff can influence classroom behavior.
Child, M., & Williams, D. D. (1996). College learning and teaching: struggling with/in the tensions. Studies in Higher Education, 21(1), 31-42.
Haas, P. F., & Keeley, S. M. (1998). Coping with faculty resistance to teaching critical thinking. College Teaching, 46(2), 63-67.
Hannah, A., & English, S. (1999). Why innovate: some preliminary findings from a research project on innovations in teaching and learning. Studies in Higher Education, 24(3), 279-289.
Ho, A., Watkins, D., & Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. Higher Education, 42, 142-169.
Jacobson, D. M. (2000, July 6-9). Eamining technology adoption patterns by faculty in higher education. Paper presented at the ACEC2000: Learning technologies, teaching and the future of schools, Melbourne, Australia.
Jacobson, D. M. (2001). Building different bridges: technology integration, engaged student learning, and new approaches to professional development. Paper presented at the AERA 2001: What we know and how we know it, Seattle, WA.
Nunn, C. E. (1996). Discussion in the College Classroom: Triangulating Observational and Survey Results. Journal of Higher Education, 67(3), 243-266.