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Faculty Attitudes toward Technology-Driven Instruction in Developmental Mathematics
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Kramer, Jenna W.; Cuevas, Stephany; Boatman, Angela – Education Policy Analysis Archives, 2021
Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for…
Descriptors: State Universities, College Faculty, Teacher Attitudes, Educational Technology
Enacting Collective Design Intentions in an Online Graduate Level Introductory Instructional Technology Course
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Lisa C. Yamagata-Lynch; Trena M. Paulus – International Journal of Designs for Learning, 2015
This design case will introduce how collective design intentions shared by a group of three program faculty for an online Instructional Technology (IT) Master's program at the University of Tennessee (UT) were collaboratively identified and further acted upon within the context of the first course in the program. The course that is the focus of…
Descriptors: Online Courses, Introductory Courses, Masters Programs, State Universities
Effects of Rank, Tenure, Length of Service, and Institution on Faculty Attitudes toward Research and Teaching: The Case of Regional State Universities
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Tang, Thomas Li-Ping; Chamberlain, Mitchell – Journal of Education for Business, 2003
In this study, the authors examined the effects of rank, tenure, length of service, and institution on faculty members' attitudes toward research and teaching in a sample of 233 professors from six regional state universities in Tennessee. Results revealed that the length of service had a significant effect on faculty perceptions regarding…
Descriptors: State Universities, Rewards, Faculty Development, Tenure
Attitudes Toward Research and Teaching: Differences Between Administrators and Faculty Members.
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Tang, Thomas Li-Ping; Chamberlain, Mitchell – Journal of Higher Education, 1997
Factor analysis of survey data from 209 administrators and 384 faculty at six Tennessee state universities identified six distinctive attitudes concerning research orientation; teaching orientation; rewards influence research; rewards influence teaching; personal interest; and mission of the university. Analysis revealed that administrators…
Descriptors: Administrator Attitudes, College Administration, College Faculty, College Instruction