An interpretative phenomenological analysis: how do community college faculty experience learning, selecting, and refining their teaching methods?

Abstract

This study examined how tenured community college faculty learn, select, and refine teaching methods.Semi-structured interviews were conducted with six tenured faculty at Hudson Valley Community College in New York. Transcripts were analyzed using interpretive phenomenological analysis to identify themes. Three major themes were identified: The love of teaching, Teaching requires being human, and Change is VITAL. Two findings emerged: quality approaching, and academe disconnect. These findings were considered with respect to existing literature, Kegan's constructive development theory, and immunity to change. They confirm prior findings that tenured faculty are dedicated practitioners whose mental complexity and immunity to change derives from a desire to maintain expert status, to achieve teaching-learning goals effectively and comfortably, and to complete all their duties and responsibilities in a timely manner. The implications of this study affect three areas of higher education. First, administrative support: time to practice, acceptance of divergent practices, and review the tenure process while prioritizing quality teaching. This is followed by requesting that faculty developers design programs in which faculty are in community with one another. This would normalize human-centered teaching-learning practices and peer evaluations in a way that is systematized, progressive, and sustainable. Finally, the faculty are invited to be vulnerable, actively engage in critical self-reflection, and develop a growth mindset.