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ERIC Number: EJ1192650
Record Type: Journal
Publication Date: 2018-Sep
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1918-2902
EISSN: N/A
Using Appreciative Inquiry to Understand the Role of Teaching Practices in Student Well-Being at a Research-Intensive University
Lane, Kathleen; Teng, Minnie Y.; Barnes, Steven J.; Moore, Katherine; Smith, Karen; Lee, Michael
Canadian Journal for the Scholarship of Teaching and Learning, v9 n2 Article 10 Sep 2018
Appreciative inquiry (a research approach comprising four stages: Discovery, Dream, Design, and Destiny) was used at a research-intensive university to investigate which teaching practices positively influence student well-being (i.e., their health and quality of life). In a survey, undergraduate students were asked to select the teaching practices they believed best supported their well-being. Focus groups also were conducted, with: (1) students, and (2) instructors identified by students as using teaching practices that supported their well-being. Mixed-methods data-analyses subsequently were used to identify instructional strategies that support student well-being.
University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A