{ "@context": "http://iiif.io/api/presentation/3/context.json", "id": "https://budc.barry.edu/iiif/manifest/AA00001358/00001", "type": "Manifest", "label": { "none": [ "Faculty members\u0027 pedagogical approaches involving first-year, underprepared college students in active-learning" ] }, "metadata": [ { "label": { "en": [ "Abstract" ] }, "value": { "none": [ "Purpose: The purpose of this study was to discover the lived experiences of faculty members and their pedagogical approaches to involving first-year, underprepared college students in active-learning activities. Understanding the worldview of faculty members and their perceptions on engaging and involving first-year, underprepared college students in active-learning activities may provide colleges and universities with instructional practices that promote active-learning among first-year, underprepared college students. In this study, faculty members highlight how embracing active-learning pedagogical practices may assist more faculty members in moving from a teacher centered pedagogy to a learner-centered pedagogy. Method: The researcher used qualitative research methods that integrated the phenomenological tradition. Purposive sampling was used to select qualified participants. The researcher\u2019s sample size for this study was six full-time higher education faculty members who have taught at least one developmental course, i.e., basic reading, writing, or math, to first-year, underprepared college students within the last three years at St. Petersburg College. The theoretical framework used was Astin\u2019s (1999) involvement theory. Data analysis was derived from a web-based, open-ended questionnaire, which was generated by the researcher. The researcher used data generated from this open-ended questionnaire to discover important patterns, themes, and relationships. Major findings: Major findings were discussed in Chapter IV. Faculty members\u201F behaviors and interactions may impact first-year, underprepared college students\u201F learning outcomes. Barr and Tagg (1995) posited that faculty members play a vital role in students\u201F persistence and learning outcomes. According to Upcraft, Gardner, and Barefoot (2005), the key to developing a quality first-year student experience is to value students\u201F successful completion of first-year courses which may lead to continuous enrollment during their second year. The commitment must come from faculty and staff whose interactions with first-year students facilitate students\u201F academic and personal successes. The four common themes that emerged from this study were the following: (a) direct student involvement, (b) group work, (c) students being engaged and involved in real-life problem solving, and (d) think-pair-share in active peer-to-peer collaboration." ] } }, { "label": { "en": [ "Classification" ] }, "value": { "none": [ "LB2331.2.W55 2008" ] } }, { "label": { "en": [ "Publication Date" ] }, "value": { "none": [ "2008" ] } }, { "label": { "en": [ "Genre" ] }, "value": { "none": [ "Academic theses" ] } }, { "label": { "en": [ "Holding Location" ] }, "value": { "none": [ "Barry University Archives and Special Collections" ] } }, { "label": { "en": [ "Resource Identifier" ] }, "value": { "none": [ "LB2331.2.W55 2008_WilliamsSharon" ] } }, { "label": { "en": [ "Language" ] }, "value": { "none": [ "English" ] } }, { "label": { "en": [ "Permanent Link" ] }, "value": { "none": [ "http://sobekcmsrv.barrynet.barry.edu/AA00001358/00001" ] } }, { "label": { "en": [ "Creator" ] }, "value": { "none": [ "Williams, Sharon Adams" ] } }, { "label": { "en": [ "Note" ] }, "value": { "none": [ "Thesis (Ph.D.)--Barry University, 2008.", "Includes bibliographical references (leaves 88-101)." ] } }, { "label": { "en": [ "Physical Description" ] }, "value": { "none": [ "xiii, 121 leaves : ill. ; 28 cm" ] } }, { "label": { "en": [ "Publisher" ] }, "value": { "none": [ "Barry University" ] } }, { "label": { "en": [ "Place of Publication" ] }, "value": { "none": [ "Miami, Fla." ] } }, { "label": { "en": [ "Type" ] }, "value": { "none": [ "Book" ] } }, { "label": { "en": [ "Rights Management" ] }, "value": { "none": [ "Copyright Sharon Adams Williams. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder." ] } }, { "label": { "en": [ "Source Institution" ] }, "value": { "none": [ "Barry University" ] } }, { "label": { "en": [ "Subjects / Keywords" ] }, "value": { "none": [ "Developmental studies programs", "Underprepared college students", "Student-centered learning", "Active learning" ] } }, { "label": { "en": [ "Degree Disciplines" ] }, "value": { "none": [ "Education" ] } }, { "label": { "en": [ "Title" ] }, "value": { "none": [ "Faculty members\u0027 pedagogical approaches involving first-year, underprepared college students in active-learning" ] } }, { "label": { "en": [ "Series Title" ] }, "value": { "none": [ "Barry University Dissertations -- School of Education" ] } }, { "label": { "en": [ "Format" ] }, "value": { "none": [ "Book" ] } }, { "label": { "en": [ "Digital Resource Creation Date" ] }, "value": { "none": [ "4/1/2020" ] } } ], "service": [ { "@context": "http://iiif.io/api/search/2/context.json", "id": "https://budc.barry.edu/iiif/manifest/AA00001358/00001/search", "type": "SearchService2", "profile": "http://iiif.io/api/search/2/search" } ], "seeAlso": [ { "id": "https://budc.barry.edu/content/AA/00/00/13/58/00001/AA00001358_00001.mets.xml", "type": "Dataset", "format": "application/mets\u002Bxml", "label": { "en": "METS" } }, { "id": "https://budc.barry.edu/content/AA/00/00/13/58/00001/marc.xml", "type": "Dataset", "format": "application/marcxml\u002Bxml", "label": { "en": "MARCXML" } } ], "items": [] }