Disciplinary Differences in Faculty Emphasis on Deep Approaches to Learning: Comparing Conceptualizations of Academic Discipline

• In Event: Understanding Faculty Beliefs and Responsibilities Across the Disciplines

Abstract

This large-scale quantitative study compares the explanatory power of Biglan and Holland conceptualizations of academic discipline on faculty emphasis on deep approaches to learning in their teaching. Using multiple regression, results indicate that both Biglan and Holland categorizations of disciplines significantly relate to emphasis on deep approaches to learning. However, results suggest Biglan categories have greater ability to explain disciplinary differences. Results contribute to the literature on teaching and learning by expanding understandings of how conceptualizations of discipline impact understandings of disciplinary differences, with implications for researchers, faculty, and teaching development staff.

Authors

• Stephen Craig Hiller, Indiana University - Bloomington

• Thomas F. Nelson Laird, Indiana University