标题：Teaching Perspectives of Faculty Members at an 1862 Land-grant University: A Snapshot of One Institution with Implications for Improving Instruction at All
摘要：As part of a larger study, this report describes the dominant teaching perspectivesof faculty members with teaching appointments at an 1862 land-grant institution. A census study of the institution’s faculty was conducted during the Fall semester of 2013; 157 (12.1%) faculty members representing seven colleges provided usable responses. The participants completed Pratt and Collins’ (n.d.) Teaching Perspectives Inventory (TPI) to determine their dominant perspective(s), i.e., apprenticeship, developmental, nurturing, social reform, or transmission, and responded to questions about selected personal characteristics. All five dominant teaching perspectives were expressed by participants; 134 (85.5%) held a single dominant perspective. Apprenticeship was the most prevalent, followed by transmission and then developmental. About 15% identified with two or more perspectives. Some differences in dominant perspectives emerged by gender and college affiliation. Nearly half reported never taking a pedagogy/andragogy course. If faculty members are struggling with teaching or perceive the need to reinvigorate or reorient their approaches to instruction, taking the TPI could be a good first step, especially if followed by specific actions to improve their teaching. The TPI is available online and can be self-administered free of charge; takers receive an individualized report and advice on interpreting the results.
