What Motivates Community College Faculty to Support the Adoption of a Learning-Centered Educational Environment?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jennifer S. Ray (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Bert Goldman

Abstract: In the late 1990s, the president of Diamond Technical Community College (DTCC) participated in the North Carolina Community Instructor's Conference where he heard Terry O'Banion, a former president of the League for Innovation, speak about a learning-centered college (Schneider, 2004). After participating in this conference, the president of DTCC became an advocate of the learning-centered college concept because he hoped that his college would one day be asked to join the League for Innovation. The president invited O'Banion to speak at DTCC and provided many faculty members with two of O'Banion's books--A Learning College for the 21st Century and Teaching and Learning in the Community College. In August 2003, DTCC' s president renewed the school's initiative to focus staff and faculty energy on student learning. Because no other community college employee will be more affected than instructors are by this initiative, faculty support is critical for the successful adoption of a learning-centered educational environment (Shupe, 2005). To effectively motivate faculty members to support and participate in DTCC's adoption of a learning-centered educational environment, community college leaders need to understand why faculty members choose to and choose not to support this initiative. Thus, this study proposes to discern what motivates faculty to support the adoption of a learning-centered educational environment at Diamond Technical Community College (DTCC) by means of a single instrumental-case study.

Additional Information

Language: English
Date: 2008
Higher education
Student-centered learning
College teaching
Community colleges

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