ERIC Number: ED465342
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: N/A
Faculty Motivation To Use Alternative Teaching Methods.
Colbeck, Carol L.; Cabrera, Alberto F.; Marine, Robert J.
Motivational Systems Theory (MST; M. Ford, 1992) was used as a framework to investigate how varying motivational patterns influence faculty members use of teaching practices in their undergraduate classes. Researchers compared the factors associated with faculty members assigning students to work in groups to solve ill-defined design problems with their use of traditional lecture and textbook problem set assignments. The study hypothesized that faculty members use of teaching practices is a function of their backgrounds, training, experiences, teaching goals, beliefs in their own skills, and their perceptions of the extent to which their organizations provide adequate rewards and resources for teaching. The total sample for the analysis, 426, represented 61% of the population of tenured and tenure-track engineering faculty at 3 universities. Participants completed a seven-section instrument that gathered information about teaching practices and beliefs. Findings indicate that faculty members own goals for teaching and beliefs about their own professional skills are strongly associated with the extent to which they use traditional teaching practices or group design projects. (Contains 1 figure, 6 tables, and 29 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A