Download or read book A Study of the Preparation and Orientation of New Faculty at Delaware Technical Community College written by Frances Hoksch Leach and published by . This book was released on 1999 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Program Review of the New Faculty Development Program at Delaware Technical Community College written by Lisa Ingram Peel and published by . This book was released on 2018 with total page 473 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Education Leadership Portfolio (ELP) explores the New Faculty Development (NFD) program at Delaware Technical Community College. The program has undergone a series of redesigns; this study considers the evolution of the program and examines the most recent updates in the initial implementation phase. I collected data from several sources to evaluate the program’s effectiveness. To inform the problem, I considered previous data on the program, professional literature, and the program process and proposal for the most recent redesign. Additional data derive from different environments for observation including a series of face-to-face colloquia and the online learning environment through a learning management system (LMS). As a participant-observer, I drew conclusions about the alignment of this program with evidence-based practices for professional development of in-service instructors as well as standards for professional learning. I also considered the perceptions of program alumni spanning the past six years. Finally, I conducted focus groups with current participants at the end of their first semester to gauge their satisfaction with the program. ☐ While various aspects of this program are sound, I offer recommendations to administrators and program leaders to further enhance the program. First, based upon a preliminary program evaluation, I determined that data was not a central component of shaping the program content nor was it used to evaluate program effectiveness. Secondly, although the program has evolved to focus on critical content, the analysis of data reveals that the new knowledge and skills are not applied to the participants’ respective classroom and students. They are practicing skills and reviewing resources as assignments in the courses, but do not transfer the knowledge. Since this is the ultimate goal of professional development, the program designers must find more opportunity for job-embedded, authentic learning. Likewise, the concept of job-embedded learning will address other concerns participants shared such as relevance and meaningfulness of the program content and time dedicated to the content. I presented these findings to the Vice President for Academic Affairs and the Vice President for Instruction and Technology in order to induce change and enhance the program for future semesters and participants. ☐ To maximize the program’s efficacy, given the dedication of College resources, I proposed four overarching recommendations. First, it is essential that the program leaders communicate with key stakeholders regarding the program’s latest iteration. Second, a focus on data would enhance the program. For example, the Center for Creative Instruction (CCIT) team should conduct a needs-based assessment for incoming faculty to determine their prior knowledge. The team should then consider this data when designing activities and selecting topics for colloquia. Likewise, program leaders should determine how they will measure the effectiveness of the program. Third, it is essential that participants move beyond learning about teaching to employing the techniques in their teaching. I propose a menu of job-embedded techniques based on the interactions I observed and feedback I received. Finally, by coupling data about participants and students’ needs with authentic learning, I hope to ensure enduring understandings about teaching and learning that impact student success.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 652 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book New Faculty Orientation written by Uzo Izundu Agulefo and published by . This book was released on 2010 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: As many of the founding full-time community college faculty began to retire, colleges across the nation intensified their full-time faculty recruitment and retention efforts. They began to replace the retiring full-time faculty with the new generation faculty cohort. The purpose of this study was to understand the role that a comprehensive orientation program played in the socialization process of new community college faculty. Additionally, the study examined the choice of orientation tactics used to socialize the new faculty. Relying on the reported socialization experiences of seven full-time faculty members from six of the seven colleges that comprised a community college district, the study explored how an orientation program facilitated their adjustment process. Finally, the researcher sought to identify ways to improve full-time community college faculty socialization experience. Most of the faculty in this study, although having no specific training to teach at the community college, were able to build relationships outside their individual colleges, acquired new skills, and gained access to valuable district resources, as a result of their participation in a yearlong comprehensive orientation program. Three significant findings resulted from this study. The first major significant finding of this study was that the incorporation of a social apparatus, such as the "retreat" into an orientation program, facilitated group cohesion and identity among the new faculty. The social structure of the retreat provided new faculty with an opportunity to connect with one another at an emotional level. They were able to expand their social networks beyond their immediate colleges. A second significant finding was that faculty became more confident and comfortable in their teaching roles as a result of the skills they acquired following their completion of the comprehensive orientation program. The monthly sessions, which were held every 4th Friday provided the faculty the opportunity to acquire and develop new skills to effectively discharge their responsibilities. The third major finding of this study was that because faculty had access to district resources, to develop their skills, they became more closely tied to their institutions. Finally, recommendations are made to improve new faculty socialization experience during their adjustment process.

Download or read book Monograph Series written by ERIC Clearinghouse for Junior Colleges and published by . This book was released on 1970 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Leading Change Through Professional Development written by Shawn W. Burns and published by . This book was released on 2013 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored new faculty satisfaction with participation in a professional development orientation program at a New England-based graduate-level, military institution of higher education. The new faculty orientation program had not been previously explored. The purpose of this study was to describe participant satisfaction with an ultimate goal of program improvement. ^ Certain applied research fields, such as war gaming, lack a supporting academic infrastructure to prepare faculty before arrival. New faculty in the war gaming department studied, rely on professional development, including orientation, to acquire the necessary knowledge, skills, and attitudes needed for success. ^ Research questions focused on orientation program participant satisfaction and improvement recommendations. Responding to faculty needs is a key role of professional development (Sorcinelli, Austin, Eddy, & Beach, 2008). The study applied the Adult Learning Model for Faculty Development (Lawler & King, 2000) as a guiding framework. ^ This study employed a mixed methods, descriptive design, with a sequential explanatory strategy. The quantitative phase used survey questionnaires to gather descriptions of participant satisfaction, subsequently used to inform development of the qualitative phase's standardized interview script. The study focused on two cohorts (N = 9) in one department, at one institution, with no purpose of generalizability. However, using the principle of proximal similarity (Campbell, 1986), comparable institutions may find portions of this study relevant. Sources of bias include the researcher, while not the creator of the orientation program studied, serves as the studied department's professional development coordinator. ^ Findings included identification of the need for a capstone integrating activity, easier access to professional development materials, and desire for a mentoring program. Recommendations include: (1) refinement to the process for explaining new faculty expectations; (2) initiation of a mentoring program; (3) creation of a comprehensive war gaming process description to frame and guide professional development programming, including the new faculty orientation program curriculum; (4) creation and incorporation of a integrating, experiential orientation program activity; and (5) improvement of the organization and access to professional development materials.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book ERIC Educational Documents Index written by Educational Resources Information Center (U.S.) and published by . This book was released on 1966 with total page 820 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A subject-author-institution index which provides titles and accession numbers to the document and report literature that was announced in the monthly issues of Resources in education" (earlier called Research in education).

Download or read book Scientific and Technical Aerospace Reports written by and published by . This book was released on 1975 with total page 964 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The College Board College Handbook written by and published by . This book was released on 2014 with total page 2200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Abstracts of Research and Related Materials in Vocational and Technical Education written by and published by . This book was released on 1968 with total page 938 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book ERIC Educational Documents Index 1966 1969 Major descriptors written by CCM Information Corporation and published by . This book was released on 1970 with total page 818 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research Awards Index written by and published by . This book was released on with total page 676 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Vocational Education written by and published by . This book was released on 1978 with total page 808 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Learning from Head Start written by Sidney W. Gilford and published by R&L Education. This book was released on 2013-08-12 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Often referred to as a laboratory from which the general early childhood education community can learn, Head Start has benefited from more than 45 years of experience. Its unique blend of early childhood practices, assessments, and monitoring, along with a social service style approach, contribute to Head Start standing out as a premiere early childhood program. This book is designed to be a teaching tool for workshops and courses as well as an on-site resource for current and future Head Start teaching staff and others in early childhood education. By presenting background information, vignettes, research, and classroom activities, this book on school readiness combines best practices in early childhood education with relevant applications. Topics, written by experts in their fields, include: Approaches to learning and teaching strategies Assessments Behavior management Classroom set up Curriculum and lesson plans Early language, literacy, math, science, social studies, and creative arts Physical health and development (gross and fine motor skills) Social and emotional development Teaching young children with disabilities and dual language learners Tips for involving parents in their children’s education