Assimilation and learning to teach at a for-profit institution of higher education

Abstract

What conditions relating to faculty assimilation, teacher preparation, and teacher practice influence teacher effectiveness at a for-profit institution of higher education? This narrative case study examines faculty assimilation, teaching practices, and teaching preparation at the Chicago campus of DeVry University, a for-profit, non-traditional university. Faculty at this campus were the primary participants in this qualitative narrative case study of effective teaching. Findings will be used to develop a model for teaching preparation and practice at for-profit, non-traditional universities.