The vast majority of theses in this collection are open access and freely available. There are a small number of theses that have access restricted to the WWU campus. For off-campus access to a thesis labeled "Campus Only Access," please log in here with your WWU universal ID, or talk to your librarian about requesting the restricted thesis through interlibrary loan.
Date Permissions Signed
Date of Award
Master of Arts (MA)
Hammond, Joyce D., 1950-
Stevenson, Joan C.
Saunders, Kathleen (Anthropologist)
There is a marked climate of concern over the quality of teaching and learning in the culture of higher education. In the 1980s, The Carnegie Foundation for the Advancement of Teaching conducted a national survey and found that most faculty members felt strained by the competing priorities of teaching and research, which at times negatively impacted their performance in the classroom and their relationship with students. Carnegie addressed this problem by spearheading a reform movement to study and enhance teaching and learning in the university classroom, a growing body of literature known today as the Scholarship of Teaching and Learning (SoTL). Western Washington University (WWU) was an early participant in these efforts beginning in 1998, and has since received national and international acclaim for the Teaching-Learning Academy (TLA), WWU's primary SoTL initiative. The TLA uses a participatory action research (PAR) process in its work; students partner with administrators, staff and faculty to study and enhance the learning culture at WWU through dialogue and action. Little has been published about the impact of partnering with students in SoTL and this thesis examined how students benefitted from participation in TLA. The author of this thesis participated in the TLA as a student and also worked for the program as a staff member. Using an anthropological approach, the author situates herself as a "native" researcher, and uses a grounded theory approach to analyze the benefits students perceived. Five themes were discovered in the students' surveys: 1) increased opportunities for self-awareness and self-expression; 2) increased awareness/understanding of the diversity of ideas/perspectives; 3) increased pedagogical intelligence and learner autonomy; 4) increased sense of power within the university; and 5) increased sense of belonging and community at WWU. The key findings indicate that participating in TLA increases students' engagement in their learning, and empowers students to make a difference in the university because they feel they are valued members of the campus community. The TLA's PAR model has significant benefits for student participants which can and should be expanded both in the field of SoTL as well as in other aspects of higher education.
Western Washington University
Subjects – Names (LCNAF)
Western Washington University. Teaching-Learning Academy
Copying of this thesis in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this thesis for commercial purposes, or for financial gain, shall not be allowed without the author's written permission.
Otis, Megan M. (Megan Michelle), "Engaging and empowering students in the culture of higher education: a "Native" analysis of students' experiences in the Teaching-Learning Academy" (2011). WWU Masters Thesis Collection. 176.