Publication Date

2022

Document Type

Dissertation/Thesis

First Advisor

Johnson, Laura R.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling and Higher Education (CAHE)

Abstract

The purpose of this study was to describe the instructional and visual pedagogy of university faculty teaching sociological consumer education within an interdisciplinary general education program. This study addresses gaps in the literature regarding program and course format, visual utilization, and teaching philosophies from faculty members’ perspectives. Utilizing a semiotic phenomenological approach, implications for instructional facilitation are discussed at length.Findings of this study include five themes that impact the Scholarship of Teaching and Learning, as well as sociological consumer education. Participant life experiences and disciplines are implicated as instrumental towards participant instructional philosophies. The nature and impact of interdisciplinary program and course evolution on instructor facilitation is described. Previously researched educational philosophies are illustrated, analyzed, and expanded to include countercultural frameworks, transformational viewpoints, and visual pedagogical approaches. This study adds to the body of knowledge concerning the task of teaching sociological consumer education to traditional-age and adult college students within a general education program structured to include and support that task.

Extent

266 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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