Faculty characteristics related to curricular and pedagogical choices in the Washington State Community and Technical College System

This quantitative study used a factorial design and survey research in order to identify factors related to full-time instructors\u27 curricular and pedagogical choices in the Washington State Community and Technical College System. More specifically, this study answered the question—do selected faculty characteristics relate to faculty members\u27 perspectives on learning and faculty members\u27 selection of course goals and objectives? A three-section survey instrument was mailed to a simple random sample (n = 1,000) of full-time instructors in the Washington State Community and Technical College System (34 institutions). In order to avoid low response rates, follow-up letters and surveys were sent two weeks after the initial mailing. The study utilized two independent variables: departmental affiliation and level of education. Seven dependent variables, concept learning score, student intellectual development score, vocational development score, external influences score, personal educational beliefs score, implicit objectives and actions score, and explicit objectives and actions score, were measured by sets of Likert-scale responses to survey items. Independent variables were measured on the nominal scale and dependent variables were measured on the interval scale. The Kruskal-Wallis one way analysis of variance was used to examine differences among groups. Significant differences were detected for the independent variables departmental affiliation and level of education. Thus, it was concluded that departmental affiliation and level of education, to a certain degree, related to faculty members\u27 curricular and pedagogical choices. Areas for further research included replicating the study in various forms within the state, another state, or the nation. Additional qualitative research to examine the reasons for differences among groups was recommended