Nursing Faculty Reports of their Intention to Design Instruction to Support Student Learning in Community College Classrooms

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The purpose of this exploratory case study was to describe community college nursing faculty members' reports of their intention to design instruction to support learning for a broad range of students in their classrooms. Specifically, Ajzen's (1985) Theory of Planned Behavior (TPB) was the conceptual framework used to analyze nursing faculty members' reports of their attitudes, normative beliefs, and control beliefs related to the three Universal Design for Learning (CAST, 2011) principles. Ajzen theorized that individuals base their behaviors on intention and intentions are based on the individuals' attitudes toward the behavior, their perceptions of how others wanted them to perform the behavior, and their behavioral control to perform the behavior. A two-method approach was used to answer the research questions. Study volunteers were e-mailed an internet based survey. The survey participants were also asked to participate in a telephone interview. Twenty-eight faculty members from community colleges in Connecticut completed the survey eight of whom volunteered to participate in a telephone interview. Procedures associated with quantitative and qualitative research were used to analyze the data, which consisted of survey data and verbatim transcripts of the telephone interviews. This analysis yielded 40 findings. Conclusions were drawn and recommendations for practice and future research were generated. Study participants' reports of their intention to use design instruction based on the UDL strategies reflected positive attitudes from the faculty. The effect of social norms from peers and others were also positive. Lastly, the participants indicated that they believed they had the control to use the strategies and the confidence to do so. According to Ajzen's (1985) TPB, behavior follows intention, which suggests that study participants would be inclined to use the UDL strategies that support learning for a broad range of students in the community college classroom.


ProQuest Number: 10165620

Dissertation for the degree of Doctor of Education in the Department of Educational Leadership, College of Education, Nursing, and Health Professions, University of Hartford.