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Rembiesa_Dissertation_Final.pdf (2.14 MB)
ETD Abstract Container
Abstract Header
Community College Faculty Experiences With Dual-Enrollment Students
Author Info
Rembiesa, David Scott
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1582052094538405
Abstract Details
Year and Degree
2020, Doctor of Philosophy, University of Toledo, Higher Education.
Abstract
This basic interpretive qualitative study examines the ways in which experienced community college faculty from different disciplines view their pedagogical perspectives after having worked with an increasing number of nontraditional students in their mixed-age college classrooms. Using a semi-structured question technique guided by Robertson’s (1999) professor-as-teacher developmental model, the researcher interviewed 20 faculty from a single, associate’s-degree-granting institution in Michigan. The participants in this study represented 18 different disciplines and all had at least 8 years of teaching experience at the community-college level. During this 8-year period, community college enrollment in Michigan shifted drastically from adult, nontraditional students looking for new career options in the wake of The Great Recession to an enrollment that actively pursues adolescent, dual-enrollment students looking to decrease future higher education costs. After analyzing the codes and themes in the data, this study concluded community college faculty in aliocentric (learner-centered) or systemocentric (teacher/learner-centered) teaching positions, as defined by Robertson (1999), are well suited for teaching dual-enrollment students. This suitability was found to be the case, regardless of discipline or employment status. However, despite this disposition, faculty were worried about the amount of dual enrollment expansion happening in their classrooms. The practical implications of this study are relevant to any teaching and learning initiative focused on strengthening community college faculty’s abilities to work with adolescent, dual-enrollment learners.
Committee
Ronald Opp, Ph.D. (Committee Chair)
Penny Poplin Gosetti, Ph.D. (Committee Member)
Ellen Fischer, Ph.D. (Committee Member)
Steve Robinson, Ph.D. (Committee Member)
Pages
147 p.
Subject Headings
Education
;
Education Policy
;
Higher Education
;
Higher Education Administration
Keywords
dual enrollment
;
dual enrollment students
;
concurrent enrollment
;
community college faculty
;
middle college
;
faculty training
;
early middle college
;
higher education
;
nontraditional students
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Citations
Rembiesa, D. S. (2020).
Community College Faculty Experiences With Dual-Enrollment Students
[Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1582052094538405
APA Style (7th edition)
Rembiesa, David.
Community College Faculty Experiences With Dual-Enrollment Students.
2020. University of Toledo, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1582052094538405.
MLA Style (8th edition)
Rembiesa, David. "Community College Faculty Experiences With Dual-Enrollment Students." Doctoral dissertation, University of Toledo, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1582052094538405
Chicago Manual of Style (17th edition)
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Document number:
toledo1582052094538405
Download Count:
312
Copyright Info
© 2020, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.