Author: Alice D. GillPublisher:
ISBN:
Category :
Languages : en
Pages : 472
Book Description
Faculty Perceptions of Faculty Development Programs at Public Community Colleges in Mississippi
Author: Alice D. GillFaculty Perceptions of Factors Affecting the Internationalization of General Education Curriculum in Mississippi Community Colleges
Author: Adetokunbo Everette OredeinPublisher:
ISBN:
Category :
Languages : en
Pages : 131
Book Description
The purpose of this study was to analyze the general education faculty members' perspectives on the internationalization of the general education curriculum in Mississippi community colleges. The participants in this study included all full-time instructors of general education courses at 2 of the 15 public community colleges in the state of Mississippi. The study used a survey Analysis of Faculty Perception: Factors Affecting the Internationalization of General Education Curriculum in Mississippi Community Colleges to examine factors that included a) importance of internationalization, b) institutional success with internationalization efforts and c) importance and existence of administrative support for internationalization. No studies were found that analyze nor investigate the importance of internationalizing the general education curriculum in Mississippi community colleges. Quantitative data were collected using Survey Monkey online instrument that was sent to full-time general education faculty members teaching at the 2 community colleges in the State of Mississippi. The data were analyzed using Kruskal-Wallis Analysis of variance (ANOVA) and Mann-Whitney U Test tables and descriptive statistics were reported. Results showed that a large number of the educators recognized the need for a partner institution in another country. Many of them also recommended that there should be a designated administrative office to coordinate and support international education initiatives, and they also saw the need for their college to have a plan designed to increase international/global understanding among students and to have general education courses with an international/global focus available to all students. Some differences in perceptions were observed in the teachers' perceptions of internationalization based on years worked in higher education, country of birth, gender, international experience, and level of education. The educators believed that internationalization activities on their campus was a positive movement towards expanding their offerings to students by helping to develop an educational environment where they can become more globally competitive and more professionally effective. Many of the educators in this study support the expansion of programs that support study abroad or student exchange programs.
Full-time Faculty Perceptions of Faculty Development Programs in Northern Illinois Suburban Community Colleges
Author: Laura E. SaretPublisher:
ISBN:
Category : Career development
Languages : en
Pages : 738
Book Description
The Perceptions of Selected Administrators and Faculty Toward Faculty Inservice Training Programs in Junior Colleges of Mississippi
Author: Sebetha Lee JenkinsPublisher:
ISBN:
Category : Junior colleges
Languages : en
Pages : 138
Book Description
Faculty Perceptions of an Urban Community College Faculty Learning Community
Author: Carolyn Evette JohnsonPublisher:
ISBN: 9781339961361
Category : Community college teachers
Languages : en
Pages : 146
Book Description
"Community colleges are open access institutions offering a wide array of courses to a diverse group of students. The classrooms are complex due to the nature of open access, where student readiness for a college classroom varies, significant diversity, and a wide range of educational goals. Faculty development is essential for instructors to develop, improve and hone their teaching practice in order to effectively support the success of their students in these complex classrooms. This qualitative research study centers around a faculty learning community, at an Urban Community College (UCC), focused on improving student success. The purpose of this study was to explore the perceptions of UCC faculty about the FLC. The research question sought to uncover how these perceptions influenced faculty's participation in this faculty development program. Work motivation theory was used to analyze the findings from this study. Themes which emerged from the analysis of the findings indicate that instructors who voluntarily participate in faculty development are motivated by professionalism and passion. However, these individuals develop their skills primarily through informal activities including trial and error and learning from and with their colleagues. Whether informal or formal, instructors will participate in faculty learning communities based on their perceptions about who is involved and the extent to which they trust and respect these individuals. Further, the combination of a strong campus community, positive personal relationships between faculty, strategic utilization of perks and incentives, and a compelling programmatic focus can improve participation in formal faculty learning communities."--Abstract, p. 1.
A Study of the Relationship of Selected Faculty Characteristics and Faculty Development Needs as Perceived by Faculty Members in Mississippi Public Junior Colleges
Author: Marvin Ross WhitePublisher:
ISBN:
Category : Junior colleges
Languages : en
Pages : 378
Book Description
Perceptions of Faculty Development
Author: Publisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 211
Book Description
A Survey of Needs Assessment Processes for Faculty Development Programs in Community Junior Colleges
Author: J. Charles CooperPublisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 262
Book Description
Perceptions of Full-time Faculty Members at Selected Texas Public Community-junior Colleges Regarding Faculty Development Goals and Practices
Author: David Luther CaffeyPublisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 392
Book Description
An Analysis of Community College Developmental Education Faculty Members' Perceptions of Professional Development
Author: Mary Helen Pavia MartinezPublisher:
ISBN:
Category : College teachers
Languages : en
Pages : 280
Book Description
Faculty professional development is an essential component in the fabric of community colleges. Nationwide research studies indicate that students who begin their post-secondary studies underprepared and enrolled in developmental education are less likely to complete a college degree. Developmental education has been under reform for the past few years with the goal of accelerating students' success and transitioning them into college-level courses. Given the present state of reform, more research is needed on faculty preparation in teaching developmental education, specifically on the role of professional development in preparing faculty in developmental education. Faculty in developmental education are central to the success of students completing a degree or certificate. During this current state of reform in developmental education, professional development represents a probable solution to preparing faculty to provide condensed versions of developmental education course models. This research study examined perceptions of community college faculty in developmental education on professional development. This study utilized a qualitative case study design with the use of focus groups, semi-structured interviews, and surveys. The findings were (a) the majority of participants reported that sharing with other faculty members was beneficial and perceived the sharing of practice with like-minded individuals as a professional development activity, (b) participants' primary challenges to participating in professional development were limited funding and time away from classroom, and (c) participants expressed apprehension regarding the state of reform in developmental education. Insights from faculty on needs, challenges, and perceptions may enhance the effectiveness, timeliness, and quality of faculty development programs.