Students and Faculty Indivisible: Crafting a Higher Education Culture of Flourishing

<p>This dissertation is comprised of three separate articles addressing related issues central to the culture and future of higher education. The questions that animate the investigations are: In what ways is writing self-efficacy forged in the learning relationships between student and instructor? In what ways, if any, do traditional assessment practices impact student development? In what ways, if any, does institutional culture shape faculty identity, and what is gained or lost in the process? These queries stem from concerns about possible disconnects between visions of higher education's potential and actual practices in the classroom. The dissertation uses grounded theory to explore the deep nature of student learning needs as articulated by the students themselves, seeks alignment between pedagogical and assessment protocols that foster writing expertise, and uses social reproduction theory and intersectionality to reveal the foundations of faculty identity development that can work across student development needs. Specific recommendations for meaningful reform are identified with an eye on cultivating a culture of collegiality and mutual trust where learning relationships can flourish.</p>

Name thesis:degree_name

Doctor of Education (Ed.D.)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Administration and Leadership

Year dc:date.available

2015

Author dc:creator

• Camfield, Eileen K.

Contributors dc:contributor

• Lynn Beck

• Educational sociology
• Educational evaluation
• Higher Education Administration
• Education
• Faculty development
• Faculty identity
• Institutional culture
• Student identity
• Writing assessment
• Educational Administration and Supervision
• Educational Leadership

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Identifier

9781321659917

OAI identifier oai:identifier

oai:scholarlycommons.pacific.edu:uop_etds-1047