Educating educators :interpreting the faculty assessment experience


Grant, Charles Kendall.. (2008). Educating educators :interpreting the faculty assessment experience. Theses and Dissertations Collection, University of Idaho Library Digital Collections.

Educating educators :interpreting the faculty assessment experience
Grant, Charles Kendall.
Universities and colleges--Faculty--Rating of Universities and colleges--Faculty--Fiction
The problem that was addressed in this study is that higher education faculty members and assessment administrators do not have a common ground for creating an integrated assessment culture across an institution, and specifically, the literature holds little research focused on the faculty assessment experience, leaving administrators in a discouraged quandary. This autoethnographic study seeks verisimilitude or truth in kind, by using thick, rich detail in an artistic presentation of a phenomenon, where the researcher is also a participant, in order to spark dialogue between different populations. The chosen methodologies, co-constructed narrative and interactive interviewing, combined the researcher's narrative with others', creating a more representative narrative. The final co-constructed piece then invites "outsiders into the intersubjective world of the narrators" (Ellis, 2003, p. 72). Those who read the autoethnographic product find an intersubjective world that feels familiar, resulting in new understandings, understandings that will create conversations, including assessment conversations, helping to bridge gaps between administrators and faculty members and between colleagues who approach teaching from different perspectives. It also creates conversations about adult education. The study set out to create conversations about adult teaching perspectives and how to train faculty according to perspective, but it concludes with an appeal, that those teaching assessment to faculty use the fundamental principles of andragogy.;Through a rigorous process of co-constructed narrative, the researchers and participants composed and completed a qualitative autoethnographic study that contributed to qualitative research, while expanding the vision of autoethnography and offering opportunity to include more andragogy in higher education, especially in faculty training, all while contributing to assessment scholarship. The study invites new conversations about the role of the researcher in qualitative research while recommending autoethnography as an important research methodology in ontological studies. The study found that andragogy plays a powerful role for faculty, and for faculty as facilitators, even when the principles are used unknowingly.
Thesis (Ph. D., Education)--University of Idaho, July 2008.
Major Professor:
Roger L. Scott.
Defense Date:
July 2008.
Format Original:
vi, 210 leaves :col. ill. ;29 cm.

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