Date of Award
2006
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Gordon E. Watts, Ph.D.
Abstract
A single qualitative case study design was used to determine the perceptions of administrators and faculty from a community college that is considered to be transitioning to a learning-centered college. The researcher conducted the case study to describe, explain and evaluate the phenomenon, and also recorded facilitators or roadblocks identified during the process. A conceptual framework model was used to produce an auditing procedure that identified the progress, perceptions and status of the community college as it transitioned to become a learning-centered college. Interviews of administrators and faculty, a survey of full-time faculty, and document reviews were the primary means of data collection. The research examined what notable writers say a learning college does, what learner-centered instruction is, and what actions faculty and students take to make the college more learning-centered. The writings of O'Banion (1997), Tagg (2003), Fink (2003), and Senge (1990) contributed to the concepts and components identified with learning-centered colleges, while Fink (2003), Tagg (2003), and Weimer (2002) contributed to the concepts identified with learner-centered instruction.
Recommended Citation
Brackin, John Michael, "Two-Year College Faculty and Administrator Perceptions of the Transition to a Learning-Centered College" (2006). Theses and Dissertations. 170.
https://research.ualr.edu/etd/170
