Faculty and Academic Environments: Using Holland's Theory to Explore Differences in How Faculty Structure Undergraduate Courses
Abstract

Variation in how faculty in disparate theory-based academic environments design and structure their undergraduate courses to promote student learning in 12 areas was examined. The findings suggest that faculty create distinctive academic environments that reinforce and reward their preferred patterns of student competencies in a manner consistent with Holland's theory. Implications of the findings for faculty, student affairs professionals, and other campus leaders responsible for student learning are discussed.