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McConnell, David – Higher Education: The International Journal of Higher Education Research, 2018
Despite the upsurge in interest in e-learning (or online learning) in Chinese higher education, little is known about the ways in which lecturers design and run their online courses, or about how they perceive e-learning. This paper reports the results of interviews with higher education teachers in China working in conventional, campus-based…
Descriptors: Electronic Learning, Grounded Theory, Teaching Methods, Higher Education
Chapman, LeeAnna Young; McConnell, David A. – Journal of Geoscience Education, 2022
A future instructor's teaching beliefs contribute to whether they will use research-validated teaching strategies. We surveyed and interviewed potential future geoscience faculty as represented by graduate students and post-doctoral scholars to characterize their teaching beliefs, evaluate changes in those beliefs over time, and identify…
Descriptors: Graduate Students, Postdoctoral Education, Student Attitudes, Beliefs
Czajka, Charles Doug; McConnell, David – International Journal of Science Education, 2019
Efforts to promote the use of student-centered learning environments in STEM education have been tempered by a lack of professional development strategies that help faculty overcome common barriers to reform. This study investigated the impact that adopting a suite of student-centered teaching materials had on the teaching practices and beliefs of…
Descriptors: Adoption (Ideas), Student Centered Learning, Instructional Materials, Faculty Development
Chapman, LeeAnna Young; McConnell, David A. – Innovative Higher Education, 2018
The next generation of professors will come from today's graduate students and post-doctoral fellows, but we do not know much about their preparation to use research-validated teaching practices. This study characterizes the teaching beliefs of graduate students and post-doctoral fellows who represent future geoscience instructors though we…
Descriptors: Graduate Students, Best Practices, Evidence Based Practice, College Faculty
Czajka, Charles Doug; McConnell, David – International Journal of STEM Education, 2016
Background: Barriers to reforming traditional lecture-based undergraduate STEM classes are numerous and include time constraints, lack of training, and instructor's beliefs about teaching and learning. This case study documents the use of a situated instructional coaching process as a method of faculty professional development. In this model, a…
Descriptors: Coaching (Performance), Case Studies, Faculty Development, STEM Education
Pelch, Michael A.; McConnell, David A. – International Journal of STEM Education, 2016
Background: STEM educational reform encourages a transition from instructor-centered passive learning environments to student-centered, active learning environments. Instructors adopting these changes incorporate research-validated teaching practices that improve student learning. Professional development that trains faculty to implement…
Descriptors: Earth Science, STEM Education, Teaching Methods, Faculty Development
Grissom, April N.; Czajka, C. Douglas; McConnell, David A. – Journal of Geoscience Education, 2015
The introductory physical geology laboratory courses taught at North Carolina State University aims to promote scientific thinking and learning through the use of scientific inquiry-based activities. A rubric describing five possible levels of inquiry was applied to characterize the laboratory activities in the course. Two rock and mineral…
Descriptors: Inquiry, Geology, Science Instruction, Science Laboratories