A Phenomenological Study: Faculty Members' Perception of Change Related To Embracing Student-Centered Teaching in a Private College

Most literature about student-centered teaching focuses on classroom techniques and student assessment. Another important element is the meaning educators ascribe to the transition to a student-centered classroom style. In this study, the researcher proposes to examine faculty members' perceptions related to their use of pedagogical style in the classroom. The researcher hopes to gain an understanding of how faculty members view the transition to student-centered teaching practices. Gaining insight to commonalities that enhance or hinder the transition could help faculty and administrators to foster additional change within the campus. The researcher proposes a phenomenological study at a private college in south-central Pennsylvania. This campus employs faculty who have recently transitioned to student-centered teaching practices. The researcher, utilizing a purposeful, criterion-based sampling approach, interviewed six faculty members with varying degrees of expertise in utilizing student-centered techniques. Audio recordings of the interviews were transcribed and analyzed for common themes using ATLAS.ti software. These themes were analyzed further to identify the essence of the experience of transitioning to a student-centered teaching environment.Ed.D., Higher Education -- Drexel University, 201