{"id":{"repo_id":"unm","oai_identifier":"oai:digitalrepository.unm.edu:educ_ifce_etds-1004"},"canonical_url":"https://search.dev.ndltd.org/etd/unm/oai:digitalrepository.unm.edu:educ_ifce_etds-1004","repository":{"repo_id":"unm","name":"University of New Mexico","base_url":"https://digitalrepository.unm.edu/do/oai/"},"display":{"title":"The Voices of Passion: An Exploratory Phenomenological Analysis of Passion in Undergraduate Teaching","abstract":"This phenomenological study explored how undergraduate professors from a large Carnegie Very High and High research university in the southwest demonstrated passion through their teaching as experienced and identified by students. The research comprised of interviewing and observing 6 undergraduate identified passionate professors on passion in teaching. Data was collected from a student survey which identified the passionate professors and focus group that reviewed and commented on the emergent themes from the data. This study aimed to answer the following research questions: 1) What constitutes/makes a passionate professor? 2) How is the perceived passion experienced by the student? 3) Do students learn more as result of a passionate professor? 4) According to the passionate professor - Is passion innate? Is it learned? 5) How important is passion in the teaching profession? The phenomenon of passion in education has been a widely studied field, yet mostly limited to K-12 educational areas. This research begins to address a gap in the literature on passion in teaching in higher education, specifically undergraduate education. Recommendations are made to further advance the research in passion in teaching for higher education.","abstract_html":"This phenomenological study explored how undergraduate professors from a large Carnegie Very High and High research university in the southwest demonstrated passion through their teaching as experienced and identified by students. The research comprised of interviewing and observing 6 undergraduate identified passionate professors on passion in teaching. Data was collected from a student survey which identified the passionate professors and focus group that reviewed and commented on the emergent themes from the data. This study aimed to answer the following research questions: 1) What constitutes/makes a passionate professor? 2) How is the perceived passion experienced by the student? 3) Do students learn more as result of a passionate professor? 4) According to the passionate professor - Is passion innate? Is it learned? 5) How important is passion in the teaching profession? The phenomenon of passion in education has been a widely studied field, yet mostly limited to K-12 educational areas. This research begins to address a gap in the literature on passion in teaching in higher education, specifically undergraduate education. 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