Date of Award
11-19-2015
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
John Beineke
Committee Members
Amany Saleh; Lina Owens; Robert Lamm
Call Number
LD 251 .A566d 2015 B33
Abstract
For this qualitative study, community college faculty who have completed training with Stiehl and Lewchuk (2005; 2008a; 2008b) or have been influenced by their works or methods, and who are currently using or have recently used Intended Learning Outcomes as part of their course curricula were interviewed. The purpose of this study was to provide a forum whereby community college faculty may voice their perceptions regarding the successes and challenges of using Intended Learning Outcomes as part of their curricula. A survey of related literature provided historical relevance to student-centered curriculum development, specifically the need for students to learn “real-life” skills which could be transferred to other courses, transfer institutions, and post-graduation careers. During the 2015 spring and summer terms, 36 community college instructors from various states were asked their perceptions regarding using Intended Learning Outcomes in their classrooms. The faculty of 15 colleges, from five regions of the United States, served as the sample because they had been exposed to Intended Learning Outcomes and volunteered to participate in the study. The snowball method of recruitment was used to gain an effective sample. All of the recorded interviews, plus one unrecorded interview, were transcribed and coded for positive and negative connotations and for major themes regarding the use of Intended Learning Outcomes at the community college level. The major themes that arose as a result of this study are sorted into three groups: Perceived Successes, Perceived Challenges, and Additional Information. Four major themes arose within the Perceived Successes group: (1) Helpful for Instructors, (2) Helpful for Students, (3) Helpful for Assessment, and (4) Helpful for Course Design. Seven major themes arose within the Perceived Challenges group: (1) Difficulty of Writing ILOs, (2) Difficulty in Assessment, (3) Lack of Faculty Endorsement, (4) Time Management, (5) Poor Consistency of Instruction, (6) Lack of Professional Development, and (7) Academic Freedom. Two major themes arose within the Additional Information group: (1) Professional Development Suggestions, and (2) Call for More Resources. Topics for further research regarding Intended Learning Outcomes were discussed and the implications of this study were explored. In addition, recommendations for faculty and administrators were suggested based upon the results of this study.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Bennett, Marla Slayden, "Intended Learning Outcomes and the Community College Curricula" (2015). Student Theses and Dissertations. 683.
https://arch.astate.edu/all-etd/683
