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Transformational Teaching in a Culturally Passive Environment in Higher Education: a Phenomenological Study of STEM Professors

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Transformational Teaching in a Culturally Passive Environment in Higher Education: a Phenomenological Study of STEM Professors Minnesota State University, Mankato Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato All Graduate Theses, Dissertations, and Other Graduate Theses, Dissertations, and Other Capstone Projects Capstone Projects 2020 Transformational Teaching in a Culturally Passive Environment in Higher Education: A Phenomenological Study of STEM Professors Julie M. Kjeer Minnesota State University, Mankato Follow this and additional works at: https://cornerstone.lib.mnsu.edu/etds Part of the Educational Leadership Commons, Higher Education Commons, and the Science and Mathematics Education Commons Recommended Citation Kjeer, J. M. (2020). Transformational teaching in a culturally passive environment in higher education: A phenomenological study of stem professors [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1074/ This Dissertation is brought to you for free and open access by the Graduate Theses, Dissertations, and Other Capstone Projects at Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. It has been accepted for inclusion in All Graduate Theses, Dissertations, and Other Capstone Projects by an authorized administrator of Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. Transformational Teaching in a Culturally Passive Environment in Higher Education: A Phenomenological Study of STEM Professors by Julie M. Kjeer A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Educational Doctorate in Educational Leadership Minnesota State University, Mankato Mankato, Minnesota December, 2020 November 12, 2020 Transformational Teaching in a Culturally Passive Environment in Higher Education: A Phenomenological Study of STEM Professors Julie M. Kjeer This dissertation has been examined and approved by the following members of the student’s committee: Dr. Ginger Zierdt, Advisor Dr. Polly Browne, Committee Member Dr. Jean Haar, Committee Member ii Dedication To my beloved husband, Pete, who left this earth too soon to see my goal come to fruition but inspired me through his intellect, sense of humor, work ethic, and deep love. You are the epitome of an inspirational professor. To our daughters, Katherine and Emily, who are the most amazing women that I know. God truly blessed us when He gifted us with you. I could not have completed this challenge without your encouragement, love, and support. As you wish. 4 Make me to know your ways, O Lord; teach me your paths. 5 Lead me in your truth and teach me, for you are the God of my salvation; for you I wait all the day long. Psalm 25: 4–5 iii Acknowledgements The road traveled to complete this dissertation proved to be a long and winding one. Cross-country moves, a pandemic, and the loss of my husband each threatened to derail the journey. I am indebted to so many who lifted me up and motivated me. Thank you to my original advisor, Dr. Scott Wurdinger, who shared his passion for experiential learning. From the very first day, your positive approach was evident. You were always there with support and encouraging words to keep moving forward. Dr. Ginger Zierdt knows the definition of the word “pivot.” Thank you for your willingness to shift to the advisor position and lead this project to completion in your caring way. Our meetings were always thought-provoking, enjoyable, and beneficial. With her golden touch of curiosity and wonderment, Dr. Polly Browne’s impact ripples through numerous educators. My life is enhanced through our numerous intellectual and philosophical conversations. Such a privilege to work with you. Thank you to Dr. Jean Haar for adding the voice of both experienced educator and administrator to this research. Your questions and comments bolstered this work. To the STEM educators in this study who are inspiring students to reach new heights and become leaders in their fields, I highly appreciate your valuable insights. Thank you to Bethany Lutheran College for assistance in achieving this goal. In particular, I am blessed to work with so many students who have been willing to engage in mathematical analysis and reasoning, tolerating my antics and laughing along the way. 13 And now we thank you, our God, and praise your glorious name. 1 Chronicles 29:13 iv Table of Contents DEDICATION .................................................................................................................... ii ACKNOWLEDGEMENTS ................................................................................................... iii LIST OF TABLES AND FIGURES ...................................................................................... viii ABSTRACT ...................................................................................................................... ix CHAPTER 1 ....................................................................................................................... 1 Background of the Problem ........................................................................................ 1 Purpose of the Research ............................................................................................. 8 Research Question ...................................................................................................... 8 Significance of the Research ....................................................................................... 9 Assumptions .............................................................................................................. 11 Limitations ................................................................................................................ 12 Summary ................................................................................................................... 13 CHAPTER 2 ..................................................................................................................... 14 Current State of STEM Higher Education ................................................................ 17 Barriers to Change ................................................................................................... 24 Institutional Barriers to Change ............................................................................ 25 Historical traditions ........................................................................................... 25 Institutional structure ........................................................................................ 27 Student Resistance ............................................................................................ 30 Lack of Incentives ............................................................................................. 31 Lack of Training ............................................................................................... 33 v Individual Barriers to Change ............................................................................... 36 Time .................................................................................................................. 36 Professional Identity ......................................................................................... 39 Transformational Teaching ...................................................................................... 41 Conclusion ................................................................................................................ 48 CHAPTER 3 ..................................................................................................................... 50 Theoretical Framework ............................................................................................ 51 Participants ............................................................................................................... 53 Data Collection ......................................................................................................... 55 Interviews .............................................................................................................. 56 Interview Questions .............................................................................................. 57 Data Analysis ............................................................................................................ 59 Validity ................................................................................................................. 60 Reliability .............................................................................................................. 62 CHAPTER 4 ..................................................................................................................... 64 Data Collection ......................................................................................................... 66 Participant Demographics ........................................................................................ 68 Data Analysis ............................................................................................................ 71 Findings .................................................................................................................... 72 Professorship ......................................................................................................... 73 Serendipitous Beginnings ................................................................................
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