Download or read book Experiences of Community College Faculty in Developing Discipline Specific Educational Master Plans at American River College written by Susan L. Lorimer and published by . This book was released on 2002 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's community colleges are challenged to respond to rapidly changing internal and external environments. Their responses must promote highly responsive and relevant programs and services, while keeping intact the strengths of community colleges--access, student success, and a focus on teaching and learning. Further, these responses must occur in the context of rising costs, decreasing revenues, and increased accountability. Accrediting agencies are requiring colleges to more effectively respond to change by implementing improved planning processes. The research literature on higher education planning suggests faculty are a key constituency to engage in planning efforts. However, little is written about actual faculty experiences in planning. This qualitative study was conducted to provide increased understanding of how faculty at a large, suburban California community college experienced developing discipline specific educational master plans (EMPs) in Spring 2001. Using interactive qualitative analysis methodology, a seven-member faculty focus group first identified the affinities (or themes) of their planning experience. These affinities were used to develop interview questions for another 14 faculty members. The 21 faculty participants were from a total of nine different instructional areas, and had been identified as lead EMP contacts for their disciplines. Following its collection, the data was analyzed to generate grounded theory about the faculty EMP experience. The "Faculty EMP Experience Systems Theory" revealed the primary driver of the faculty experience was their belief eligibility for future resources for their disciplines was tied directly to their EMPs. This was followed by secondary drivers of their past experiences with planning at the college, and the resources they were given, or accessed, to complete their plans. Together, these three drivers directly influenced how the planning work was done. The secondary outcomes of the faculty experience developing EMPs included interpersonal effects of engaging in the EMP process, and unanswered questions about what the administration would actually do with their EMP work. Finally, the primary outcomes of the faculty experience were their evaluation of the EMP processes and products (plans), and the frustrations, if any, they experienced. This new theory suggests implications for practice and further research.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2003 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 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 1969 with total page 938 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 1972 with total page 1206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developing Faculty Learning Communities at Two year Colleges written by Susan M. Sipple and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding.Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members.By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers.This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an "Adjunct Connectivity FLC" to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students' application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved.Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success.When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.
Download or read book Experiences of the Excellent written by Suzanne Moore and published by . This book was released on 2006 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of a Community College Interdisciplinary Faculty Teaching and Learning Community on Faculty Professional Development written by Gail S. Pincus and published by . This book was released on 1996 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: My study explores the impact of participation in a faculty teaching and learning community (TLC) on the professional development of community college faculty. I address the problem that, in spite of the growth of faculty development activity in the community college during the past decade, how faculty development occurs is not well understood. Previous research generally measures the success of individual faculty development strategies without providing much insight into how development occurs. Critical change forces that are currently impacting community college teaching require effective professional development. These critical forces are: changes in the nation's population demographics, economy, and the nature of work; the technological revolution; systems thinking; and developments in our understanding of how people learn in diverse ways. My research methodology was a descriptive, interpretive case study, focused on understanding how faculty viewed their experiences while participating in a TLC planning team during the 18-month study. I conducted multiple interviews with the 11 planning team members, supported with site visits and field notes; collected documents; conducted five triangulation interviews at different sites; and participated in peer briefings with a researcher who was concurrently studying a different faculty teaching and learning community model. The TLC faculty planning team members tell the story of the evolution of their teaching and learning community in four conversations that I created from the interviews. The essence of how faculty professional development occurs through the TLC can be described as a web of inclusion. This web incorporates the personal and professional development connections which the faculty make through the learner-centered environment of their TLC. Their TLC includes, supports, and promotes all kinds of personal and professional development, including kinds described as traditional by the TLC planning team. Key factors in the planning team's perceptions of how professional development occurs are (a) that they experience any specific professional development approach within the context of personal and social interactions, and (b) that they put their leadership efforts into creating a campus climate and conditions which have the capacity to increase the possibilities for professional development to occur.
Download or read book Humanities written by and published by . This book was released on 1993 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book Linked Courses for General Education and Integrative Learning written by Margot Soven and published by Taylor & Francis. This book was released on 2023-07-03 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates that of the pedagogies recognized as “high impact”, learning communities – one approach to which, the linked course, is the subject of this book – lead to an increased level of student engagement in the freshman year that persists through the senior year, and improve retention. This book focuses on the learning community model that is the most flexible to implement in terms of scheduling, teacher collaboration, and design: the linked course. The faculty may teach independently or together, coordinating syllabi and assignments so that the classes complement each other, and often these courses are linked around a particular interdisciplinary theme. Creating a cohort that works together for two paired courses motivates students, while the course structure promotes integrative learning as students make connections between disciplines.This volume covers both “linked courses” in which faculty may work to coordinate syllabi and assignments, but teach most of their courses separately, as well as well as “paired courses” in which two or more courses are team taught in an integrated program in which faculty participate as learners as well as teachers. Part One, Linked Course Pedagogies, includes several case studies of specific linked courses, including a study skills course paired with a worldview course; a community college course that challenges students’ compartmentalized thinking; and a paired course whose outcomes can be directly compared to parallel stand-alone coursesPart Two, Linked Course Programs, includes a description of several institutional programs representing a variety of linked course program models. Each chapter includes information about program implementation, staffing logistics and concerns, curriculum development, pedagogical strategies, and faculty development.Part Three, Assessing Linked Courses, highlights the role of assessment in supporting, maintaining, and improving linked course programs by sharing assessment models and describing how faculty and administrators have used particular assessment practices in order to improve their linked course programs.
Download or read book Perspectives on Critical Thinking written by John C. Sanders and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book consists of seven chapters, each providing a different point of view on the topic of critical thinking, which is defined as the analysis of facts to form a judgment. Chapter One aims to develop a method for improving students' critical thinking skills using cooperative learning. Chapter Two focuses on an education program designed to develop students' creativity and critical thinking skills and the impact this program had on teachers in Portuguese public schools. Chapter Three discusses the methods of teaching critical thinking that are most suitable for the Russian educational community. Chapter Four analyzes the importance of critical thinking skills for fighting misinformation in the context of the COVID-19 pandemic, around which many unscientific rumors and conspiracy theories are propagated alongside truthful information. Chapter Five also concerns the COVID-19 pandemic, specifically in connection with the natural human bias towards optimism and how this bias distorts risk assessment in health-related decisions but also provides a sense of control and hope. Chapter Six discusses how teachers can leverage Donald Trump's proclivity towards manipulative rhetoric, glaring fallacies, and conspiracy theories for teaching critical thinking skills, as well as the potential pitfalls of doing so. Finally, Chapter Seven aims to rethink Essential Learning Outcomes by examining what skills are valued by employers and proposes a strategy of cross-listing courses to facilitate skill acquisition across disciplines"--
Download or read book American Universities and Colleges written by Praeger Publishers and published by Bloomsbury Publishing USA. This book was released on 2010-04-16 with total page 1661 pages. Available in PDF, EPUB and Kindle. Book excerpt: For well over a half century, American Universities and Colleges has been the most comprehensive and highly respected directory of four-year institutions of higher education in the United States. A two-volume set that Choice magazine hailed as a most important resource in its November 2006 issue, this revised edition features the most up-to-date statistical data available to guide students in making a smart yet practical decision in choosing the university or college of their dreams. In addition, the set serves as an indispensable reference source for parents, college advisors, educators, and public, academic, and high school librarians. These two volumes provide extensive information on 1,900 institutions of higher education, including all accredited colleges and universities that offer at least the baccalaureate degree. This essential resource offers pertinent, statistical data on such topics as tuition, room and board; admission requirements; financial aid; enrollments; student life; library holdings; accelerated and study abroad programs; departments and teaching staff; buildings and grounds; and degrees conferred. Volume two of the set provides four indexes, including an institutional Index, a subject accreditation index, a levels of degrees offered index, and a tabular index of summary data by state. These helpful indexes allow readers to find information easily and to make comparisons among institutions effectively. Also contained within the text are charts and tables that provide easy access to comparative data on relevant topics.
Download or read book Architects for the New Millennium written by and published by Images Publishing. This book was released on 2000 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: A celebration of architecture from around the world profiling todays leading firms. The top one hundred firms.
Download or read book American Universities and Colleges written by James J. Murray and published by Walter de Gruyter GmbH & Co KG. This book was released on 2021-06-21 with total page 994 pages. Available in PDF, EPUB and Kindle. Book excerpt: No detailed description available for "American Universities and Colleges".
