Development of a Consulting Model for Teaching Improvement to Support New Faculty Members : Focusing on Learners’ Perceptions of Class Satisfaction

The purpose of this study is to develop a consulting model for teaching improvement to support new faculty members by analyzing learners’ perceptions of class satisfaction. For this purpose, a survey was conducted with 856 university students taking 34 major courses taught by new faculty. The students’ perception was analyzed using an independent samples t-test, Welch's t-test, and qualitative analysis. The main findings are as follows. First, among the class satisfaction items, the averages regarding ‘passion of the instructors’ and ‘answers to students’ questions & interests in their opinions’ are relatively higher, while those concerning ‘adequacy of difficulty level’ and ‘adequacy of class pace and task burden’ are lower than others. Second, no significant difference exists in class satisfaction based on the class size. However, a significant difference was found when comparing two class formats. The average of the discussion class is significantly higher than that of the lecture-based class. Third, when comparing high and low class satisfaction groups, significant differences were found in all 11 items. There were relatively larger average differences in ‘adequacy of the difficulty level’, ‘usefulness of task & test feedback’, ‘utilization of e-learning media & equipment’, and ‘summary of contents’. Additionally, teaching strategies were derived from the lectures with higher students’ satisfaction. Lastly, this study suggests some directions to be taken when it comes to teaching competency development for new faculty and proposes the consultation model for improving their classes and competencies.