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.
Download or read book Building Faculty Learning Communities written by Milton D. Cox and published by John Wiley & Sons. This book was released on 2004-05-21 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Changing our colleges and universities into learning institutions has become increasingly important at the same time it has become more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation. The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses. This is the 97th issue of the quarterly journal New Directions for Teaching and Learning.
Download or read book Developing Faculty Learning Communities at Two Year Colleges written by Susan Sipple and published by Taylor & Francis. This book was released on 2023-07-03 with total page 155 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 Expanding the Vision of Faculty Learning Communities in Higher Education written by Kristin N. Rainville and published by IAP. This book was released on 2024-04-01 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book on Faculty Learning Communities (FLCs) explores the ways in which FLCs have expanded across platforms, spaces, and focus while maintaining the core values and elements of original FLCs. The first section investigates ways that FLCs support faculty retention, teaching, and scholarship. The second section offers examples of FLCs focused on teaching that is responsive to student learning. The third section explores the move to online and virtual FLCs. The fourth section explores FLCs that create and foster faculty belonging, communities of care, and the integration of mindfulness. The fifth section looks at multi-year, long-term progression and impact of FLCs. The book’s foreword, by Milton D. Cox, investigates the evolution of leadership of and within faculty learning communities as they expand.
Download or read book A Study of the Nature of Faculty Professional Development in Community College Learning Communities written by Beverlye J. Brown and published by . This book was released on 2003 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate how the processes and practices of teachers in learning communities in an urban/suburban midwestern community college district contributed to faculty professional development. A case study was used as the research design for this study. The study indicated that teaching in learning communities positively affected teachers' self-perception, their perception of students, colleagues, and of teaching and learning. The study indicated that the conversation in learning communities contributed to shared connection among teachers and students. The study indicated how teachers negotiated discipline boundaries, constructed knowledge and developed their professional practice. Future research should focus on how teachers create a learning community for themselves when they are teaching in learning communities, how teaching in learning communities affects part-time teachers, and how gender and race/ethnicity may impact the experience of teachers in learning communities.
Download or read book Faculty Learning Communities written by Kristin N. Rainville and published by IAP. This book was released on 2024-03-01 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives focused on diversity, equity, and belonging in higher education. Contributing authors provide a framework for faculty learning communities and how these communities can offer faculty a place and space to explore antiracist and social justice-oriented teaching. show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book’s foreword, by Milton D. Cox, investigates the past and future of faculty learning communities focused on diversity and equity.
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:
Download or read book Faculty Development written by Farrell Hoy Jenab and published by Rowman & Littlefield. This book was released on 2021-11-15 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty Development: Creating a Collaborative Culture in Community Colleges addresses how faculty developers work with changes and challenges in teaching within the community college context. Using a multi-case study design based on semi-structured interviews, document analysis, focus groups and surveys, the book examines faculty development within six community college contexts. Three of these case studies, conducted before the Covid-19 pandemic, attended to how the Scholarship of Teaching and Learning (SoTL) and Faculty Learning Communities (FLCs) were pillars for faculty development. The other three case studies feature the pivot that faculty developers and faculty made at their institutions in response to the COVID-19 pandemic. In these cases, it is seen how faculty development shifts from long-term, sustained initiatives such as SOTL and FLCs to just-in-time (JiT) faculty development, as well as virtual and collaborative faculty development. As teaching models continue to evolve and faculty development takes hold in community colleges, this book features the role of collaboration as an essential component of faculty development, as well as what supports exist within the community college context to provide faculty with continual professional development.
Download or read book Faculty Learning Communities written by Kristin N. Rainville and published by IAP. This book was released on 2024-02-01 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives across different fields of study and within dynamic and flexible teaching and learning models. Contributing authors provide a framework for faculty learning communities, show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book’s foreword, by Milton D. Cox, investigates the changes in the FLC world over the past decade: the influence of Communities of Practices (CoP), recent recommendations about virtual FLCs and CoPs, and the positive affirmation for FLCs that implementation science has provided.
Download or read book A Community College Faculty s Perceptions of Online Education written by Robert Lee Taylor and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions and Use of Cooperative Learning by Community College Faculty Members written by Marcia Fay Hunter and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher of this study examined the perceptions and use of cooperative learning by community college faculty members. The researcher used the survey method as part of a quantitative, descriptive research. The participants for the study were 148 faculty members who taught at least one face-to-face class during the spring semester of 2011 at a southern urban community college. Cooperative learning brings students together to work in small groups to enhance their own learning and that of their peers. Research identifies it as a pedagogical and andragogical approach that increases the academic and social gains of students. There is limited evidence of community college faculty use of cooperative learning in educational environments, which might increase the success of students at this level. However, the diverse student population of the community college suggests that cooperative learning may be an effective teaching strategy for use at this level of higher education. The findings revealed that only 17% of the faculty reported to use cooperative learning at least "largely" or on a regular basis in their current classes. However, the faculty reported quality in their use of cooperative learning was considerably higher, with as much as 50% at least "largely" structuring their classes to enable students to work actively together and 67% reporting that their students at least "largely" actively participated in their learning groups, thus ensuring the key cooperative learning principle of positive interdependence. Sixty-seven percent of the faculty members also reported that students in their cooperative learning groups at least "largely" demonstrated the cooperative learning principle of individual accountability by completing their share of work. Faculty perceptions for this study were grouped based on cost of implementation, value of cooperative learning, and expectancy of success with the use of cooperative learning. The faculty reported high levels of perception in all perception categories. The results of the study indicated that the community college faculty members do not perceive cooperative learning as a costly instructional strategy and that they perceive cooperative learning as a valued teaching strategy. They also have high expectancy of success for its use with college students. .
Download or read book Faculty Learning Communities written by Kristin N. Rainville and published by Information Age Publishing. This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives across different fields of study and within dynamic and flexible teaching and learning models. Contributing authors provide a framework for faculty learning communities, show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book's foreword, by Milton D. Cox, investigates the changes in the FLC world over the past decade: the influence of Communities of Practices (CoP), recent recommendations about virtual FLCs and CoPs, and the positive affirmation for FLCs that implementation science has provided.
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.
Download or read book Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities written by Blankenship, Rebecca J. and published by IGI Global. This book was released on 2022-06-24 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty learning communities are a fairly new ideology that is gaining traction among educators and institutions. These communities have numerous benefits on professional development such as enhancing educator preparedness and learning. The possibilities of these communities are endless; however, further study is required to understand how these learning communities work and the best practices and challenges they face. Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities shares the experiences and research related to the enhanced professional development received by university faculty and staff participating in a series of collaborative faculty learning communities. The book, using qualitative, quantitative, and mixed methodologies, considers educator experiences as participants in the faculty learning communities, what they learned, and how they applied and implemented best practices in their courses. Covering topics such as curricula, course design, and rubrics, this reference book is ideal for administrators, higher education professionals, program developers, program directors, researchers, academicians, scholars, practitioners, instructors, and students.
Download or read book An Analysis of the Perceptions of Community College Faculty Toward the Use of the Internet as a Means of Facilitating Student Learning written by Denise Elaine Moore and published by . This book was released on 1999 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Community College Faculty Perceptions of Academic Assessment written by Erin M. Nitschke and published by . This book was released on 2014 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined the perceived benefits of academic assessment as seen by community college faculty members. This study further aimed to identify what methods of assessment faculty perceive as valuable in evaluating student learning and how faculty utilize assessment results to modify academic programming. Lastly, this study sought strategies that may facilitate the construction of a sustainable culture of evidence and learning by focusing on the benefits of assessment. The researcher selected ten faculty members employed at the organization to participate in the interview process. Participants were limited to full-time faculty members with at least five years teaching experience in adult and higher education. During data analysis, six emergent themes developed as follows: (1) assessment as a multi-level process, (2) alignment beginning at the course level, (3) reciprocal relationship between teaching and learning, (4) assessments of higher order thinking, (5) data usability, and (6) administration-faculty disconnect leading to a culture of compliance. While faculty in this study found assessment to be beneficial to improving teaching and learning, faculty also noted several specific challenges they perceived to be barriers in creating a sustainable culture of assessment at the organization. Strategies for building the organizational culture were outlined and recommendations for future research were made.
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
