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Qualitative Analysis Exploring Faculty Perspectives on High DFU Courses

Explore professor attitudes towards High DFU courses in HHD and bridge gap with student perspectives. Conduct in-depth qualitative analysis based on 11 interviews. Findings reveal major themes in student and faculty preparedness, success, roadblocks, and suggestions for future directions.

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Qualitative Analysis Exploring Faculty Perspectives on High DFU Courses

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  1. Qualitative Analysis Exploring Faculty Perspectives on High DFU Courses Jacob C. Jensen, KINESIOLOGY, HHD

  2. GuidingQuestions • Understanding professor attitudes and feelings towards High DFU courses in HHD. • How to better bridge the gap between professor and student perspectives regarding High DFU courses. • Conduct a qualitative inquiry providing an in depth analysis of professor attitudes and insights into teaching High DFU courses.

  3. Overview of Data • 11 semi structured interviews with professors teaching the following courses from HHD with High DFU rates. • Thematic Analysis of major themes • Courses (# of participants) • FCS 201(2) • CADV 150 (2) • KIN 200 (2) • HSCI 131(2) • EOH 101(3)

  4. Findings • 5 Major Themes • Student Preparedness • Faculty Preparedness • Student Success • Roadblocks • Suggestions/Future Directions

  5. Concluding Thoughts • be successful in my courses—which consistently have high DFU rates. I think it’s important not to place blame on faculty or students but to work together” –Participant 5“I think it’s probably necessary to get some further training and insights into how to better help students be successful in my courses—which consistently have high DFU rates. I think it’s impo“I think it’s probably necessary to get some further training and insights into how to better help students be successful in my courses—which consistently have high DFU rates. I think it’s important not to place blame on faculty or students but to work together” –Participant 5 • t not to place blame on faculty or students but to work together” –Participant 5 • Set up focus groups with professors/faculty teaching these High DFU courses. • Provide students with information or tutoring options to assist with study habits and information on how to be successful in these High DFU courses. • Compare student data and faculty data to further understand this problem and explore possible solutions. • Better educate faculty about the faculty development workshops that are available to them. • Ensure faculty feel supported and not “chastised” or “punished” because they are teaching these High DFU courses. • “I think it’s probably necessary to get some further training and insights into how to better help students be successful in my courses—which consistently have high DFU rates. I think it’s important not to place blame on faculty or students but to work together” –Participant 5

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