ERIC Number: EJ1263140
Record Type: Journal
Publication Date: 2020
Abstractor: As Provided
Faculty Practices during the First Day of Class: Learner-Centered or Learner-Attentive?
Stenhouse, Vera L.
Journal on Excellence in College Teaching, v31 n2 p41-62 2020
This study examined how one set of instructors' stated classroom teaching philosophies did or did not manifest during their first day of class. Data included classroom observations, interviews, and content analysis of syllabi. Findings suggest that instructors employed "learner-attentive" rather than "learner-centered" practices on the first day, a potentially important nuance when assessing teaching practices. The author encourages instructors to consider more deeply the pedagogy that undergirds their every act in the classroom and what certain enactments might communicate to their students, from the practice of developing, distributing, and reviewing syllabi to the contexts in which first-day activities take place.
Descriptors: College Faculty, College Students, Teacher Student Relationship, Student Centered Learning, Course Descriptions, Communication Strategies, Educational Principles, Classroom Environment, Classroom Techniques, Experiential Learning, Sense of Community, Expectation
Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.celt.muohio.edu/ject/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A