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dc.contributor.authorFiala, Margaret R.
dc.date.accessioned2019-08-08T20:52:19Z
dc.date.available2019-08-08T20:52:19Z
dc.date.issued2018
dc.identifier.urihttps://escholarshare.drake.edu/handle/2092/2164
dc.description145 leavesen_US
dc.description.abstractProblem: The 1996 NSF report on educational reform in STEM focused on the development of pedagogical methods used in the classroom. Reform was prompted by a drastic number of undergraduate students dropping out of programs for science majors, with ineffective teaching as the primary reason for their departure (Addy, Simmons, Gardner & Albert, 2015; Bush et al., 2008). Reform efforts have focused on the implementation of pedagogical content knowledge and student-centered learning. However, many undergraduate science instructors have been resistant to change, as they do not have the pedagogical training to execute varying teaching methodologies. Procedures: This multi-case study explored the pedagogical training and classroom practices of undergraduate Anatomy and Physiology instructors. The grand tour question was “What are the experiences of undergraduate Anatomy and Physiology instructors in their biological science content courses?” The Anatomy and Physiology instructors were selected using purposeful sampling. Six cases composed this multi-case study. An online survey, three-step semi-structured interviews and document reviews explored questions regarding pedagogical training and teaching methodologies used by Anatomy and Physiology instructors. Data analysis was conducted through the use of within-case and cross-case analysis to identify key themes. Validation of data was completed through triangulation, member checking, thick description (Geertz, 1973) and reflexive journaling. The findings were recorded in a qualitative structure to provide a narrative description of the lived experience. Findings: Data analysis revealed six major themes and sub-themes related to the participants’ lived experiences. Those experiences involved teaching philosophy informing pedagogy, curriculum design criteria is key, components of a successful course schedule, active inquiry and collaborative learning in the classroom, methods to address student misconceptions and assessment and value of pedagogy experience and professional development. Participants’ stories were shared through the use of direct quotations. Conclusions: Detailed findings and discussion related to the role of undergraduate Anatomy and Physiology faculty led to the following recommendations: increase pedagogical training in graduate programs, provide pedagogical professional development and support, appoint teaching partnerships for faculty and offer a support group for faculty. Further research should be directed in these areas.en_US
dc.language.isoen_USen_US
dc.publisherDrake Universityen_US
dc.relation.ispartofseriesDrake University, School of Education;2018
dc.titleA Multi-Case Study of Private Institution Undergraduate Anatomy and Physiology Faculty in One Midwest Stateen_US
dc.typeThesisen_US


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