Perceptions of Staff Development Needs of Part-time Instructors at Selected Community Colleges PDF Download

Author: Lawrence R. Allen
Publisher:
ISBN:
Category :
Languages : en
Pages : 90

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Author: Patricia Kallberg Justice
Publisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 386

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PURPOSE OF THE STUDY: The study examined administrator and faculty perceptions toward staff development needs and ascertained the differences which exist between the reported staff development needs of full-time community college instructors within the state of Oregon. OBJECTIVES OF THE STUDY: The three objectives identified for this study were: 1. To determine if administrators and faculty agree upon the staff development needs of the full-time instructional staff. 2. To determine if educational background and community college teaching experience variations affect the reported staff development needs of vocational technical program instructors. 3. To determine if vocational technical and lower division transfer program instructors with similar educational backgrounds and similar years of community college teaching experience report similar staff development needs. THE PROCEDURE: A survey instrument was developed, pilot tested, abjudicated by a jury of experts and administered to a randomly selected group of instructional administrators and full-time faculty from the thirteen community colleges in the state of Oregon. The sample for the study consisted of 171 instructional administrators, 342 lower division transfer program instructors and 393 vocational technical program instructors from Oregon's community colleges. The dependent variable in the study was a score assigned by the respondents to each of the fifty-two Likert-type questions in the survey instrument. The F statistic was used to analyze contrast among the mean scores for criterion variable statements relating to each of the study's three objectives. SELECTED FINDINGS: All null hypotheses in the study were rejected at the .05 level of probability. The findings relative to these hypotheses are summarized according to the three objectives. In relation to objective number one, significant differences were found to exist between the perceived staff development needs of instructors as reported by faculty and administrators. In analyzing the rejected null hypothesis, it was found that administrators indicated the faculty development need was larger than that reported by the instructors. In relation to objective number two, significant differences were found to exist between the reported staff development needs of vocational technical program instructors. Community college teaching experience, educational preparation and the interaction between these two variables significantly affected reported needs. The greatest differences in mean scores were reported by individuals with one to six or more than fifteen years of community college teaching experience. Faculty with seven to fifteen years of community college experience felt that their abilities were acceptable. Reported staff development needs decreased as the formal educational preparation variable increased in years. In relation to objective number three, significant differences were found to exist between the reported staff development needs of vocationai technical and lower division transfer program instructors with a minimum of sixteen years of formal educational preparation. Differences were shown on the community college experience, teaching area and interaction variables for each of the seven hypotheses. As with objective number two, the greatest amount of staff development need was reported by individuals with less than seven or more than fifteen years of community college teaching experience. Also as with the data from objective number two, reported staff development needs decreased as the amount of formal educational training increased. The study presented conclusions and implications based on the findings relative to each specific objective. Specific characteristics affecting the staff development needs of community college full-time faculty members within the state of Oregon were delineated.

Author: Richard D. Yarger
Publisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 296

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Author: Steady H. Moono
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 143

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Adjunct faculty--part-time instructors employed for a specific purpose--comprise more than 66 percent of the total teaching faculty in community colleges. They are restricted by length of assignment and types of duties and responsibilities, and devote less time to instruction and to the activities incidental to teaching at a particular community college than their full-time counterparts. This study investigated what selected community colleges identified as professional development needs of adjunct faculty, and what adjunct faculty themselves perceived as their development needs; it also presented guidelines for an adjunct faculty professional development model for community colleges. In the fall semester of 2001, a survey was conducted among administrators and adjunct faculty hired to teach degree-objective courses in five participating community colleges in southeastern Pennsylvania. Responses indicated that adjunct faculty felt they needed more information and development activities than they received. A majority responded that a faculty-instructed, departmental program would be the most beneficial, and expressed a need for closer liaison with full-time faculty and college administration. The perceived professional development needs of adjunct faculty relative to information about instructional activities as indicated by adjunct faculty were greater than their perceived presence. This observation along with the indication that all college administrators ranked all areas on instruction as needing expansion indicated that both adjunct faculty and college administrators were not satisfied with present professional development activities related to instruction. Adjunct faculty and college administrators placed a higher emphasis on knowledge about the characteristics and educational needs of students, and responsibility assigned to adjunct as the most essential administrative professional development need of adjunct faculty. Adjunct faculty indicated that development of a closer liaision with full-time faculty and expanding and refining present program are the most important components of any future professional development program. Administrators responding to this question indicated that the key element in future program development is requiring and rewarding adjunct faculty for participation in professional development programs.

Author: Leora Baron-Nixon
Publisher: Taylor & Francis
ISBN: 1000979040
Category : Education
Languages : en
Pages : 111

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Non full-time faculty—whether adjunct, part-time or contingent—has become the lifeline of a vast majority of colleges and universities. They teach many of the foundation and core courses taken by first- and second-year students, teach professional courses in which their own life experiences are invaluable, and step in at short notice to fill-in for regular faculty engaged in research or away on sabbaticals.A survey of over 4,000 institutions conducted by the US Department of Education reveals that such faculty are being hired at a much higher rate than their full-time counterparts--whether in response to increased enrollments, reduced budgets, or changing administrative strategies.The increasing presence of such faculty on campus can conflict with today’s demands for accountability and the pursuit of institutional mission. This book provides academic administrators and faculty developers with proactive, practical and results-producing approaches that can help transform fragmented faculties into integrated and cohesive teaching and scholarly communities.In an easy-to-follow format, this book constitutes a resource of thoughtful and pragmatic strategies to ensure quality and satisfaction both on the part of the institution and the adjuncts. Topics are presented in a thematic sequence that allows decision-makers to focus on their priority areas. The author offers guidance for systematic planning and implementation.The contents are focused on connecting non full-time faculty to core institutional functions and structures: Connection #1--to the institution; Connection #2--to the department; Connection #3--to teaching; Connection #4--to Students; and Connection #5--to scholarship.Originally announced as "Connecting Adjunct Faculty to the Academic Institution"

Author: James M. Williams
Publisher:
ISBN:
Category : College teachers, Part-time
Languages : en
Pages : 154

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Author: Grady Clinton Tuck
Publisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 338

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Book Description

Author: Brian A. Sandford
Publisher:
ISBN:
Category : College teachers, Part-time
Languages : en
Pages : 89

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This study was designed to describe the frequency of professional development activities provided to part-time occupational and technical program faculty. Additionally, the perceptions of occupational education officers concerning the instructional professional development needs and their appropriate delivery method(s) for these faculty members within the community colleges in the United States were identified.

Author: Peggy D. Loumos-Kennedy
Publisher:
ISBN:
Category :
Languages : en
Pages : 290

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780

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