Faculty Attitudes and Knowledge Toward Promoting Self-Determination and Self-Directed Learning for College Students With and Without Disabilities

Abstract

Successful college students are those who know who they are, what they want, and how to achieve their goals. In short, they are self-determined. Even though promoting self-determination has traditionally focused on K-12 students with disabilities, little is known about how higher education faculty members regard these skills. The purpose of this study was to survey faculty attitudes, knowledge, and teaching skills of self-directed learning for college students, both with and without disabilities. Results revealed significant mean differences (N = 218) across gender, departments, and academic ranks. Findings could serve as the foundation for future research on how institutional resources could be utilized to facilitate faculty in enhancing pedagogical best practices in promoting self-determination for all students before they graduate. Suggestions and implications for practice are also addressed.