Faculty Members' Perceptions of Community College Centers for Teaching and Learning

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ISBN 13 :
Total Pages : 196 pages
Book Rating : 4.:/5 (826 download)

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Book Synopsis Faculty Members' Perceptions of Community College Centers for Teaching and Learning by : Sandra Ann Frey

Download or read book Faculty Members' Perceptions of Community College Centers for Teaching and Learning written by Sandra Ann Frey and published by . This book was released on 2012 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore faculty members' perceptions of community college Centers for Teaching and Learning (CTLs); whose main purpose is to promote, facilitate, and honor excellence in teaching and learning through the support of full-time and adjunct faculty, at all career stages. A generic qualitative study with a grounded theory approach was conducted to understand faculty members' perceptions and to develop recommendations for community college CTL directors, administrators, and faculty. Focus group interviews were conducted with groups of faculty at each of three Midwestern U.S. community colleges. Faculty were placed in one of three groups; frequent interaction with the CTL, less frequent interaction, or infrequent or no interaction. Fifty-four participants were involved in this study; 51 faculty members and three CTL directors. Five major categories emerged as a result of axial coding: CTL Director's Professionalism, CTL Atmosphere, CTL Relationship to the Institution, CTL Programming, and CTL Impact on Teaching and Perceived Impact on Student Learning. The categories were related to each other and through selective coding, a theoretical scheme emerged: the director's professionalism determines the CTL's atmosphere, programming, and relationship to the institution. Through these three avenues, the director facilitates the CTL's impact on teaching and student learning. The findings demonstrate how CTLs can bring about a change in culture from a teacher-centered paradigm to a learner-centered paradigm. Additionally, the findings indicate that effective directors utilize a leadership style in which they reach out to others at all levels within the organization. Further, the findings support the use of professional development, including short duration programs delivered through CTLs, to impact changes in teaching and learning at community colleges in the United States.

An Analysis of Community College Developmental Education Faculty Members' Perceptions of Professional Development

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ISBN 13 :
Total Pages : 280 pages
Book Rating : 4.:/5 (122 download)

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Book Synopsis An Analysis of Community College Developmental Education Faculty Members' Perceptions of Professional Development by : Mary Helen Pavia Martinez

Download or read book An Analysis of Community College Developmental Education Faculty Members' Perceptions of Professional Development written by Mary Helen Pavia Martinez and published by . This book was released on 2020 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Faculty Perceptions of an Urban Community College Faculty Learning Community

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ISBN 13 : 9781339961361
Total Pages : 146 pages
Book Rating : 4.9/5 (613 download)

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Book Synopsis Faculty Perceptions of an Urban Community College Faculty Learning Community by : Carolyn Evette Johnson

Download or read book Faculty Perceptions of an Urban Community College Faculty Learning Community written by Carolyn Evette Johnson and published by . This book was released on 2016 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: "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.

Texas Community College Faculty Attitudes and Perceptions about Professional Development

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis Texas Community College Faculty Attitudes and Perceptions about Professional Development by : Sharon Kay Geistman Hyak

Download or read book Texas Community College Faculty Attitudes and Perceptions about Professional Development written by Sharon Kay Geistman Hyak and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As community colleges focus on increasing accountability, a growing number of community colleges have implemented professional development programs. Studies have demonstrated the effectiveness of faculty professional development, yet faculty participation and attitude toward training may impede improvement efforts. Therefore, the purpose of this quantitative study was to increase understanding of Texas community college faculty attitudes and perceptions about faculty (teacher training) professional development. This quantitative study identified faculty characteristics, such as teaching experience, level of teacher training received, and academic degree earned; as well as environmental factors including college culture, administrative support, colleague influence, funding, time availability, self-efficacy and faculty perceptions toward development activities. A Likert-style online survey was developed and administered at 14 Texas community campuses, where 997 faculty members participated. The faculty list included campus members that taught at least one course in a typical semester, including teaching administrators, deans, part-time faculty, and full-time faculty. The Likert items mostly consisted of five points based on the scales from "Strongly Disagree" to "Strongly Agree," or from "Never" to "Very Frequently." Other questions established participation in faculty development activities and demographic information such as teaching load, prior teacher training, academic degree earned, teaching discipline, teaching experience, and position at the college. Survey data were analyzed using Excel and SPSS statistical software. One-way Analysis of Variance (ANOVA) and multiple regressions was performed to determine the relationship among survey variables. A priori level of significance for all statistical analyses was set at an alpha level of 0.05. Participants included 997 Texas community college faculty members at 14 campuses. Results indicated that (a) differences exist in the ways these various faculty groups experience and value training opportunities; (b) campus culture, administrative support, and funding, are statistically significant predictors of faculty member participation, attitudes, and perceptions; (c) faculty members' self-efficacy is significant in predicting attitudes about professional development; and (d) faculty beliefs in their teaching capacity influence their motivation and behavior in the classroom. The researcher recommends that leadership (a) legitimize professional development by promoting, supporting, and participating in strategically aligned programs; (b) evolve training strategies to incorporate diverse objectives, learning strategies, and shared culture for all generations and experience levels; (c) present training using best practices, reflection, and a comprehensive approach; and (d) model high-achieving systems of education. Several recommendations for future research include (a) continually and consistently collect and analyze data regarding faculty attitudes and faculty experiences; (b) evaluate how faculty development training affects student learning; (c) expand research to systems of education that reflect high-achieving models and alignment with the desired culture and strategic directions.

Bridging the Gap

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ISBN 13 :
Total Pages : 462 pages
Book Rating : 4.:/5 (319 download)

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Book Synopsis Bridging the Gap by : Barbara Jean Kelberer

Download or read book Bridging the Gap written by Barbara Jean Kelberer and published by . This book was released on 2002 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teaching & Learning in the Community College

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ISBN 13 :
Total Pages : 344 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Teaching & Learning in the Community College by : Terry O'Banion

Download or read book Teaching & Learning in the Community College written by Terry O'Banion and published by . This book was released on 1994 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty development, student learning, TQM, effectiveness measurement, programs, etc.

An Analysis of Selected California Community College Faculty Members' Perceptions of Challenges Experienced During the First Year of Hire

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ISBN 13 :
Total Pages : 151 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis An Analysis of Selected California Community College Faculty Members' Perceptions of Challenges Experienced During the First Year of Hire by : Kristen M. Stonebreaker

Download or read book An Analysis of Selected California Community College Faculty Members' Perceptions of Challenges Experienced During the First Year of Hire written by Kristen M. Stonebreaker and published by . This book was released on 2021 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the challenges and sources of support encountered by new faculty the first year of hire. Nineteen participants were interviewed from three community colleges. Interview sites were chosen to include three institutions of different sizes. Site 1 was an urban-centered college and a part of a multi-college district. Sites 2 and 3 were both single-college districts. All participants were hired in the Fall of 1989, and were full-time, tenure-track, teaching faculty. Interviews were audiotaped and analyzed by the researcher. From participant comments, themes were generated and summarized in frequency response tables. Some of the major findings of the study were: first, instructors having no previous community college teaching experience reported problems with student diversity within the classroom; the number of teaching hours; and emotional isolation with regard to colleagues the first year of hire. Next, the size of the employing school affected the problems new faculty experienced with regard to student diversity, teaching load, and collegial relationships. Third, the amount of previous teaching experience did not play a significant role in the types of problems reported, but the type of experience did. Finally, proximity and likeness of purpose seem to play a major role in perceived sources of help the first year of hire. Most respondents named department colleagues as their primary source of help the first year. Some of the major recommendations of this study were: (a) give new faculty the opportunity to evaluate the orientation program; (b) break orientation information into modules of three or less hours; (c) arrange orientation modules according to participant needs; (d) give new faculty a tour of the campus, satellite centers, and the surrounding community; (e) avoid giving new faculty "leftover" teaching hours; (f) place the new instructor's office in close proximity to department colleagues and staff; (g) encourage college staff to assume a mentoring attitude toward new faculty; (h) give assigned mentors and their proteges released time; (i) provide mentor training; (j) use tenured faculty as mentors.

Teaching Developmental English

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ISBN 13 :
Total Pages : 181 pages
Book Rating : 4.:/5 (128 download)

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Book Synopsis Teaching Developmental English by : Joanne Zeas

Download or read book Teaching Developmental English written by Joanne Zeas and published by . This book was released on 2013 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study describes members of the Liberal Arts/English adjunct faculty at one mid-Atlantic urban community college (MAUCC), their perceptions of the organizational climate of their program, and their satisfaction and motivation patterns. The study was designed as a case study focusing on one MAUCC department. Adjunct faculty members constitute a growing percentage of the teaching force in higher education institutions--particularly in community colleges (Eagan, 2007; National Center for Educational Statistics, 2011). With rising economic pressure, community colleges increasingly rely on adjunct faculty for teaching their students, particularly in introductory and remedial courses (Eagan, 2007; National Center for Educational Statistics, 2011). However, research suggests that, relative to students taught by full-time faculty, students in introductory courses that are taught by adjunct faculty members are less likely to be successful and to persist to degree completion (Harrington & Schibik, 2001; Eagan, 2009; Jaeger, 2009). Some research suggests that adjunct faculty's work conditions interfere with the quality of their instruction (Eagan, 2007; Lei, 2008). Other research concludes that adjunct faculty members' motivation for teaching and/or method of teaching is incompatible with the investment required for supporting community college students in developmental courses (Adamowicz, 2007; Glenn, 2008). However, little is known about the way contemporary community college adjunct faculty members perceive their role in the organization and their responsibility for promoting students' learning, development, and academic success. The completed research answers the questions: (1) How do adjunct faculty members teaching developmental courses in a community college describe their satisfaction within their current organizational roles? (2) How do adjunct faculty members teaching developmental courses in a community college perceive their responsibility toward student learning and academic success? (3) How do adjunct faculty members describe their motivation within their current role? and (4) How do these adjunct faculty members' perceptions of satisfaction, instructional effectiveness, and motivation relate to their personal background? The research is designed as a case study and focuses on adjunct faculty members teaching introductory and developmental English at one community college.

A Comparison of the Perceptions of Faculty and Students Concerning the Benefits, Needs and Objectives of the Developmental Skills Program at New York City Community College

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ISBN 13 :
Total Pages : 322 pages
Book Rating : 4.3/5 (129 download)

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Book Synopsis A Comparison of the Perceptions of Faculty and Students Concerning the Benefits, Needs and Objectives of the Developmental Skills Program at New York City Community College by : Willie Edward James Pollard

Download or read book A Comparison of the Perceptions of Faculty and Students Concerning the Benefits, Needs and Objectives of the Developmental Skills Program at New York City Community College written by Willie Edward James Pollard and published by . This book was released on 1974 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Full-time Faculty Members' Perceptions of and Involvement in Community Services at Selected Community Colleges

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ISBN 13 :
Total Pages : 336 pages
Book Rating : 4.:/5 (433 download)

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Book Synopsis Full-time Faculty Members' Perceptions of and Involvement in Community Services at Selected Community Colleges by : Dennis Frank Michaels

Download or read book Full-time Faculty Members' Perceptions of and Involvement in Community Services at Selected Community Colleges written by Dennis Frank Michaels and published by . This book was released on 1978 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Towards a Deeper Understanding of Community College Part-Time Faculty

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ISBN 13 :
Total Pages : 146 pages
Book Rating : 4.:/5 (719 download)

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Book Synopsis Towards a Deeper Understanding of Community College Part-Time Faculty by : Kemah Eugene Paul Washington

Download or read book Towards a Deeper Understanding of Community College Part-Time Faculty written by Kemah Eugene Paul Washington and published by . This book was released on 2011 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Community College Faculty, Overlooked and Undervalued

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Publisher : Jossey-Bass
ISBN 13 :
Total Pages : 188 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Community College Faculty, Overlooked and Undervalued by : Barbara K. Townsend

Download or read book Community College Faculty, Overlooked and Undervalued written by Barbara K. Townsend and published by Jossey-Bass. This book was released on 2007-05-11 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public community colleges in the United States enroll approximately 6 million students, about 45 percent of all undergraduates. These students are taught by nearly four hundred thousand full- and part-time faculty members, about whom little is known. The community college professoriate is truly overlooked in the research on postsecondary faculty. When community college faculty are studied, they are often examined through lenses more appropriate for four-year faculty. This volume provides a broad overview of community college faculty: who they are, what they do, and what factors affect their career and work. The authors also analyze community college teaching as a profession in an effort to take a fresh look at community college faculty and their work. The goal is to make all readers come to view community college faculty members as colleague making a distinct contribution to their students and to faculty work. Such an understanding is critical in the current policy environment that values postsecondary education for everyone and sees the community college as a major venue for providing that education. This is the 6th issue of the 32nd volume of the Jossey-Bass series ASHE Higher Education. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

A Study of Role Orientations, Educational Values and Perceived Teaching Effectiveness of Community College Faculty

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ISBN 13 :
Total Pages : 416 pages
Book Rating : 4.0/5 ( download)

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Book Synopsis A Study of Role Orientations, Educational Values and Perceived Teaching Effectiveness of Community College Faculty by : Malcolm D. Hill

Download or read book A Study of Role Orientations, Educational Values and Perceived Teaching Effectiveness of Community College Faculty written by Malcolm D. Hill and published by . This book was released on 1978 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Perceptions of community college faculty members' mindsets and their projections of students' academic outcomes

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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis Perceptions of community college faculty members' mindsets and their projections of students' academic outcomes by : Toks Oduwole

Download or read book Perceptions of community college faculty members' mindsets and their projections of students' academic outcomes written by Toks Oduwole and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Community College Professors' Perceptions of Open Educational Resources and Their Impact on Student Success and Social Justice in Education

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ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.:/5 (124 download)

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Book Synopsis Community College Professors' Perceptions of Open Educational Resources and Their Impact on Student Success and Social Justice in Education by : Sharon Moskowitz Kauffman

Download or read book Community College Professors' Perceptions of Open Educational Resources and Their Impact on Student Success and Social Justice in Education written by Sharon Moskowitz Kauffman and published by . This book was released on 2021 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this instrumental qualitative case study was to address the challenges that community college professors face when curating or creating high-quality and low- or no-cost open educational resources (OERs), the accessibility of the resources, and the impact OER has on student success and social justice in education. The goal of this instrumental qualitative case study was to examine faculty’s perceptions of OERs and explore whether and how the professors thought use of OERs helps to improve student engagement and student success in the classroom. In seeking to explore community college professors’ perceptions of OER and their impact on student engagement and student success, the researcher used an instrumental qualitative case study. The target population for this study was full- and part-time faculty members who have created, curated, or have taught at least one semester (in the face-to-face, blended, or distance learning formats) using OER course content. This study utilized purposeful sampling and an additional participant was identified, invited and accepted the invitation as a result of the snowballing approach to selecting participants. The researcher conducted 12 semistructured interviews using open-ended questions to collect the data for this study. Analysis of the interviews led to the development of 5 themes and 10 subthemes associated with the data. The researcher’s interpretations led to three results. Based on the data and research findings, the researcher concluded that social justice in education emerged as being implied and woven through all participants’ responses. A comprehensive discussion on social justice in education is a subject for further research. There were three recommendations for practice covering these topic areas: (a) continue to foster the development and curation of OER, working collaboratively with partners internal and external to the institution; and (b) develop and promote OEP that allow students to acquire skills and knowledge, learning from their own and each other’s experiences; (c) create flexible and sustainable course design for the post-pandemic environment. There were two recommendations for future research as follows: (a) broaden the approach to work toward social justice in education; and (b) recognize students as producers and creators of content and provide them with interactive learning environments in which to learn and become agents of change. Keywords: open educational resources (OER), social justice in education community college, student engagement, student success, faculty perceptions, benefits to students, inclusive learning environment, student creators of content, OER quality

Toward Establishing Professional Development Schools

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ISBN 13 :
Total Pages : 516 pages
Book Rating : 4.:/5 (319 download)

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Book Synopsis Toward Establishing Professional Development Schools by : Phyllis Metcalf Turner

Download or read book Toward Establishing Professional Development Schools written by Phyllis Metcalf Turner and published by . This book was released on 1993 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Faculty Perceptions Toward Participation in Online Distance Education at a Community College

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ISBN 13 :
Total Pages : 236 pages
Book Rating : 4.:/5 (669 download)

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Book Synopsis Faculty Perceptions Toward Participation in Online Distance Education at a Community College by : Wendy Brown Wood

Download or read book Faculty Perceptions Toward Participation in Online Distance Education at a Community College written by Wendy Brown Wood and published by . This book was released on 2010 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: