Date of Award

12-2018

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Crystal Machado

Second Advisor

Meghan Twiest

Third Advisor

Stephanie Taylor-Davis

Abstract

The researcher surveyed 126 members of the Nutrition and Dietetic Educators and Preceptors (NDEP) group from all six NDEP regions across the country to examine the relationship between their ideologies, commonly utilized pedagogical techniques, and collaborative experiences with colleagues from different professions. The study also examined the influence of factors such as administrative duties; age; faculty ranking; primary type of instruction provided; teaching experience; course level; university or college setting; average class size; and average teaching load. Descriptive statistics show that the majority of respondents identified with the social efficiency ideology, followed by learner centered and social reconstruction. The majority of respondents taught face-to-face; a small proportion used a hybrid approach or taught fully online. The three most commonly utilized pedagogical techniques were lecture; open-class discussion; and small-group discussion. Flipped classroom and service-based learning were the least commonly utilized pedagogical techniques. Inferential statistics and crosstabulation reveal that teaching face-to-face and teaching at the undergraduate level significantly predicted the use of lecture as a preferred pedagogical technique, while teaching at the graduate level was significantly associated with the use of open-class discussion. Teaching face-to-face significantly predicted lower levels of using flipped classroom and service-based learning. Teaching at the graduate level significantly predicted greater odds of coauthorship with professionals outside of nutrition and dietetics and of developing or supervising a community-based nutrition intervention with non-dietetics professionals. Recommendations for dietetics faculty include incorporation of curriculum ideological assessment as a reflective tool; professional development in the areas of curriculum development, implementation, assessment, and the use of innovative pedagogical strategies; and taking advantages of opportunities for interprofessional collaboration in teaching and research.

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