Author: Aaron Dean Publisher: ISBN: Category : Business teachers Languages : en Pages : 65
Book Description
The purpose of this qualitative within-site case study was to better understand the perceived professional development needs of community college business faculty. The study was important, because few studies had described the professional development needs of community college business faculty, which annually serve more than 7.2 million students. Because the teachers provide timely and relevant instruction, they need professional development to stay abreast of changes within their professional disciplines (e.g., accounting, business communications, office administration technology). The findings in this study reveal that community college business faculty need professional development focused on meeting the needs of students from across the lifespan, from diverse family and socioeconomic backgrounds, technology, the selection and implementation of teaching methods, and understanding theory and its application to classroom settings. Further study is recommended to determine the extent to which findings in this study may be applicable to the larger population of community college teachers of business and recommendations for practice include designing and delivering professional development that coheres with the perceptions of target participants.
Author: Kent A. Phillippe Publisher: Amer. Assn. of Community Col ISBN: 0871173654 Category : Education Languages : en Pages : 201
Book Description
This book offers a national view of trends and statistics related to today's community colleges. The new edition includes completely revised text as well as updates to charts and tables on topics such as enrollment, student outcomes, population, curriculum, faculty, workforce, and financial aid. Informative narrative introduces and provides context for the data. An excellent resource for presentations, public information, media relations, and long-range planning. Chapter 1, Community Colleges Past and Present, recounts the history of community colleges and summarizes some of the more pressing issues facing them today. Chapter 2, Community College Enrollment, provides detailed information and demographics concerning enrollment at community colleges and puts it in perspective with the rest of higher education. Chapter 3, The Social and Economic Impact of Community Colleges, describes the impact of community colleges on students and their communities through measures such as degree and certificate completion, employment data, and educational attainment within the general population. Chapter 4, Community College Staff and Services, offers a view of staffing at community colleges, from the presidency and senior administration to faculty and support staff. Chapter 5, College Education Costs and Financing, focuses on the financial aspects of community colleges, as they affect the institution and its students. Chapter 6, A Look at the Future, presages trends and issues that will define the community college of the future. The book also contains a Preface, Glossary, References, Index, and About the Authors. (Contains 39 figures and 77 tables.).
Author: Gholdy Muhammad Publisher: Scholastic Teaching Resources ISBN: 9781338594898 Category : Education Languages : en Pages : 176
Book Description
In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework--one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The equity framework will help educators teach and lead toward the following learning goals or pursuits: Identity Development--Helping youth to make sense of themselves and others Skill Development-- Developing proficiencies across the academic disciplines Intellectual Development--Gaining knowledge and becoming smarter Criticality--Learning and developing the ability to read texts (including print and social contexts) to understand power, equity, and anti-oppression When these four learning pursuits are taught together--through the Historically Responsive Literacy Framework, all students receive profound opportunities for personal, intellectual, and academic success. Muhammad provides probing, self-reflective questions for teachers, leaders, and teacher educators as well as sample culturally and historically responsive sample plans and text sets across grades and content areas. In this book, Muhammad presents practical approaches to cultivate the genius in students and within teachers.
Author: Brian A. Sandford Publisher: ISBN: Category : College teachers, Part-time Languages : en Pages : 0
Book Description
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: Caralyn Zehnder Publisher: Myers Education Press ISBN: 1975504534 Category : Education Languages : en Pages : 334
Book Description
A 2022 SPE Outstanding Book Honorable Mention Our society urgently needs education that motivates, challenges, engages, and affirms all students. No matter their previous successes or failures, every student has enormous learning potential and important contributions to make now and in the future. Such meaningful learning experiences don't just happen, they need to be intentionally designed. This book supports those who will undertake this vitally important work. Learning that Matters: A Field Guide to Course Design for Transformative Education is a pragmatic resource for designing courses that engage college students as active citizens. This "work" book provides research-informed approaches for creating learning experiences and developing innovative, intellectually-engaging courses. Whether a novice or a veteran, by engaging with the text, collaborating with colleagues, and reflecting on the important work of a teacher, any motivated educator can become a transformative educator. Every college course has the potential to transform students' lives. Through implementation of critical concepts such as connected and authentic assessments; dilemmas, issues, and questions; portable thinking skills and engaging strategies; and a purposeful focus on inclusivity and equity, readers begin the process of change needed for preparing students who will be able to address the monumental challenges facing our society. Click HERE to watch the book launch. Click HERE to hear the authors discuss their book. Perfect for courses such as: Education Curriculum and Instruction | Design for Transformative Learning | An Introduction to Evidence-based Undergraduate Teaching | New Faculty Orientations | Freshman Seminar Faculty Trainings | Center for Teaching & Learning | Workshops in Course Design
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
This research investigated the impact of teacher in-service and individual professional development for business educators in the following areas: classroom instruction, teacher motivation, the continuity of individual professional development, the professional development needs of business educators compared with those of other teachers, the status of business education professional development, and the manner in and extent to which current professional development activities are meeting needs. Satisfaction levels with in-service and individual professional development were also identified. Lastly, this study examined the role of business educators in determining local in-service events. Participants included 109 Alabama business educators who completed an online survey about their professional development over the previous 12 months. Respondents indicated top areas of in-service training: classroom technology, emerging technology, special needs students, and school safety. Individual attendance at workshops on software ranked highest; classroom-related workshops followed. Overall, 67% expressed satisfaction with in-service training, and 82.1% expressed satisfaction with individual professional development. On average, respondents received 158.1 hours of individual professional development during the previous year. Computer workshops received the most attendance while professional meetings received the least. Impact on instruction was considered modest; the mean impact score of 118 reflected a restrained agreement with impact statements. Qualitative responses were given on specific impacts in the classroom. No significant correlation was found between the impact of professional development on instruction and the number of hours spent in professional development. ANOVA was conducted and revealed that impact scores of teachers were not significantly affected by years of experience or satisfaction levels with in-service. Teachers are generally motivated to pursue prof.
Author: William J. Rothwell Publisher: Amer. Assn. of Community Col ISBN: 0871173611 Category : Business & Economics Languages : en Pages : 244
Book Description
This book is written for workforce developers in community colleges and branch campus settings. College administrators, public officials, and employers may also find it helpful because it will give them a frame of reference for directing--or judging the quality of--community college workforce developers, the functions they oversee, the results they obtain, and the services they offer. This book can also serve as a text for the many students who are preparing themselves for careers in the challenging world of workforce development in community colleges. The book is intended to cover key issues in workforce development. The fifteen chapters are: (1) "The Role of Workforce Development Organizations" (Laurance J. Warford); (2) "Strategic Business Planning for Workforce Development" (Frederick D. Loomis); (4) "Integrating Workforce Development and Institutional Requirements" (James Jacobs); (5) "Competencies for Workforce Developers" (William J. Rothwell and Patrick E. Gerity); (6) "Building Community Partnerships for Workforce Development" (Mary Gershwin); (7) "Marketing Workforce Development Organizations" (Paul Pierpoint); (8) "The 5-S Consultative Approach to Sales" (Wesley E. Donahue and John E. Park); (9) "Finance and Budgeting for Workforce Development Organizations" (Leslie Roe); (10) "Establishing and Maintaining Effective Relations with Workforce Development Faculty, Staff, and Administrators" (Dennis Bona); (11) "Assessing Needs for Training and Nontraining Projects" (Elaine A. Gaertner and Cheryl A. Marshall); (12) "Integrating Complex Training and Nontraining Projects" (Ethan S. Sanders); (13) Evaluating Workforce Development Efforts (William J. Rothwell); (14) "Outsourcing Training" (Karen A. Flannery); and (15) "Lessons Learned and Emerging Issues" (Patrick E. Gerity). Appended are: (1) Developing a High-Performing Organization: Self-Assessment Instrument for Workforce Development Professionals in Higher Education; (2) Competency Model for Community College Workforce Developers; (3) Competency Assessment Instrument for Community College Workforce Developers; (4) Templates for Conducting 5-S Consultative Sales; (5) Coaching Checksheet for Community College Workforce Developers; (6) Templates for Community College Workforce Developers; and (7) State-by-State Electronic Resources for Workforce Development Strategic Plans and Customized Job Training Grants. The book also contains a foreword by George R. Boggs and James McKenney; preface; information about the contributors, and an index.
Author: Thomas R. Bailey Publisher: Harvard University Press ISBN: 0674368282 Category : Education Languages : en Pages : 301
Book Description
In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.
Author: Arthur M. Cohen Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 496
Book Description
This monograph provides a comprehensive overview of community college education in the United States, emphasizing trends affecting two-year colleges within the past decade. Chapter 1 identifies the social forces that contributed to the development and expansion of community colleges and the continuing changes in institutional purposes. Chapter 2 examines the shifting patterns of student characteristics and goals, the reasons for the predominance of part-time attendance, participation and achievement among minority students, attrition issues, and recent moves toward student assessment. Chapter 3 draws on national data to illustrate the differences between full- and part-time faculty and discusses issues related to tenure, salary, workload, faculty evaluation, moonlighting, burnout, and job satisfaction. Chapter 4 reviews the changes that have taken place in college management as a result of changes in institutional size, the advent of collective bargaining, reductions in available funds, and changes in governance and control. Chapter 5 describes various funding patterns and their relationship to organizational shifts. Chapter 6 discusses the rise of learning resource centers and the maintenance of stability in instructional forms in spite of the introduction of a host of reproducible instructional media. Chapter 7 considers student personnel functions, including counseling, guidance, recruitment, retention, orientation, and extracurricular activities. Chapter 8 traces the rise of occupational education, as it has moved from a peripheral to a central position in the curriculum. Chapter 9 focuses on remedial and developmental programs and addresses the controversies surrounding student assessment and placement. Chapter 10 deals with adult and continuing education, lifelong learning, and community services. Chapters 11 and 12 examine curricular trends in the liberal arts and general education, highlighting problems and proposing solutions. Chapter 13 addresses the philosophical and practical questions that have been raised about the transfer function and the community college's role in enhancing student progress toward higher degrees. Finally, chapter 14 offers projections based on current trends in student and faculty demographics, college organization, curriculum, instruction, and student services. (JMC)
Author: Aaron Dean
Author: Sally Shake Gaff
Author: Kent A. Phillippe
Author: Gholdy Muhammad
Author: Brian A. Sandford
Author: Caralyn Zehnder
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Author: William J. Rothwell
Author: Thomas R. Bailey
Author: Arthur M. Cohen