A Case Study of a Technical College's Faculty Perceptions Regarding the Value of Professional Development Activities PDF Download

Author: Kermelle D. Hensley
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 182

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Author: Phyllis Metcalf Turner
Publisher:
ISBN:
Category :
Languages : en
Pages : 516

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Author: Mary Helen Pavia Martinez
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 280

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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.

Author: Timothy Kelly
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 186

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Author: Nancy Lee Genelin
Publisher:
ISBN:
Category :
Languages : en
Pages : 332

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Author: Michelle L. Davis
Publisher:
ISBN:
Category : Education
Languages : en
Pages :

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Background: Faculty who teach in technical colleges are considered content experts, but may lack teaching experience in the college classroom. The Center for Community College Student Engagement conducted a nationwide survey of community and technical colleges and found that students participating in active and collaborative learning activities experience higher levels of engagement in the classroom and higher levels of success. It may be necessary to provide professional development for technical college faculty to improve active and collaborative learning in the classroom. Purpose: The purpose of this study was to explore technical college faculty’s interpretations of scholarly teaching and examine their intentions to alter classroom teaching in future semesters after participation in a professional development program called Scholar to Scholar. Methods: Six faculty members of a small technical college (STC) located in Texas participated in Scholar to Scholar. This qualitative study used Carspecken’s three-stage method of critical ethnography: 1.) compile the primary record through monological data, 2.) preliminary reconstructive analysis, and 3.) dialogical data generation. Questionnaires, classroom and Scholar to Scholar program observations, and interviews of participants were collected and coded for themes. Results: Faculty participating in the Scholar to Scholar program shared that they intend to use the information learned in the professional development sessions to improve the instructional strategies in their classroom but in varying degrees. The results of this study may assist faculty developers and technical college administrators in implementing effective professional development for faculty, especially for those who lack teaching experience. Conclusion: Faculty members teaching in technical colleges i professional development related to teaching to make them aware of instructional strategies that engage students in the classroom. Contributions to the literature, limitations, recommendations for future Scholar to Scholar programs, and recommendations for future research are included in this study.

Author: Hillary M. Glauser-Patton
Publisher:
ISBN: 9781124302997
Category : College teaching
Languages : en
Pages : 127

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Faculty development occurs at every level, and it occurs most commonly as the pursuit of one goal--improving teaching in order to improve learning. It has been well demonstrated in literature that the manner(s) in which a professor handles his or her instruction have the ability to influence student learning. And yet, university classrooms all over America are populated with professors who may have developed a substantial knowledge of and or expertise in their respective disciplines, but who may have very little training on how to teach what they know. Faculty development experiences come to bear on this issue. Faculty development can be a useful tool in regards to promoting good pedagogy, which ideally leads to effective classroom instruction. This study is a descriptive case study which proposed to understand how eighteen university professors perceive and practice application for faculty development funds, experience faculty development opportunities, and implement what they have learned from faculty development opportunities into their own body of knowledge and in their teaching. The professors' thoughts were collected via interviews. The case study contains profiles of the context in which each of the participating professors' were working as well as descriptions and their perceptions of the process by which they incorporated what they have learned from faculty development opportunities into their classrooms. The study analyzed this data, discussed relevant themes in the data, related the data to previous research and provided suggestions for further research. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Author: Brian A. Sandford
Publisher:
ISBN:
Category : College teachers, Part-time
Languages : en
Pages : 0

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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: Usha Jagannathan
Publisher:
ISBN:
Category :
Languages : en
Pages : 181

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Author: William David Treasure
Publisher:
ISBN:
Category : Professional education
Languages : en
Pages : 386

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