The academic department as environment for teaching and learning

Abstract

This study reviews the literature on academic environments with particular reference to the academic department which is seen as the most important factor in the teaching and learning environment. Departmental environment characteristics as identified by faculty and by students are described. For students the most important are:--Student-Faculty Relationships;-Interest and Engagement in Teaching; and -Satisfaction with Instruction. Differences between teaching and between learning environments are explained, especially differences between social science and natural science departments. These differences reflect the interaction between discipline, personal styles of faculty and students, and faculty-student relationships. Student academic satisfaction seems to be heavily dependent upon the relationships between students and faculty. Student achievement in relation to students' perception of the academic department seems to be dependent on the degree of their adaptation to the department. The studies reviewed clearly show that there are differences between departments. They also show that these differences may be explained not only by differences with regard to the characteristics of the academic discipline concerned, but also by differences concerning student-faculty relationships, faculty interest in students and teaching and the interaction between these factors. Teacher and student satisfaction and student achievement are affected by these variables.

The Concept of Readiness in the Academic Department: A Case Study of Undergraduate Education Reform

“…For example, generally science disciplines place more emphasis on research and grantsmanship and less emphasis on teaching and learning than do the humanities and social sciences. They also offer course environments that frequently emphasize memorization, particularly in introductory courses; are less welcoming to students; and less encouraging of student learning (Biglan, 1973b;Tobias, 1992;Volkwein, 1991;Winteler, 1981). On the other hand, there is far greater paradigmatic uniformity and agreement on fundamental concepts in the sciences than other disciplines.…”

Relationship between Agricultural Trainees’ Performance and Satisfaction with Academic Program

“…Thus, the bivariate relationship between performance and 'dissatisfiers" may imply that students' performance was associated with only those factors that are visible about the academic programme, that is, the number of quality faculty that interacts with the student in and out of class, students having sufficient time for independent study, and availability of elective courses that could be beneficial to the student. Indeed, studies have shown that the college environment has great influence on both the cognitive and affective outcomes of the students (Winteler, 1981;Terenzini, Theophilides & Lorang, 1984). It is crucial therefore, that the Nigerian university system strives to have high quality and experienced faculty in its academic programme, and design and structure the programme to provide students with sufficient opportunity to engage in independent study.…”