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.
Download or read book Developmental Education Preparation written by Ajai Cribbs Simmons and published by Rowman & Littlefield. This book was released on 2022-12-15 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental Education Preparation suggests faculty development that can be used for teaching developmental education and corequisites courses, specifically in mathematics. Providing a look into the needs of students that may not be prepared for college level courses, the premise of the book is to prepare the faculty as much as possible to handle a developmental course. Complete with techniques, pedagogy, instructional skills, when combined all together, this book can help with developing meaningful professional development on any campus across the nation. The interviews presented in this book provide the reality of some faculty of developmental mathematics education and revealed common trends in the needs and characteristics of corequisite courses. Based on the themes found, professional development is suggested to aid in helping shift any negative components of those themes. The themes help better understand the needs of teaching these challenging courses. Student success should start with faculty making sure they are equipped with the tools and understanding of the students. Student’s readiness starts with the faculty’s readiness. Having the combined understanding of faculty and student needs can help to create a professional development plan that will enhance the developmental level mathematics courses in higher education.
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.
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:
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:
Download or read book Responding to the Challenges of Developmental Education written by Carol A. Kozeracki and published by Jossey-Bass. This book was released on 2005-04-20 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental education is a core mission of the community college, and approximately 40 percent of entering community college students enroll in one ore more developmental math, English, or reading courses. The existing literature recommends several instructional and organization practices for developmental educators to follow in addressing the needs of those students. Despite the availability of these models, however, community colleges--each facing its own unique combination of students needs and available resources--continue to struggle in their efforts to effectively educate underprepared students and help them move onto and succeed in college-level courses. This volume of New Directions for Community Colleges offers a realistic assessment of the difficulties community colleges face in attempting to assist students who share the common characteristic of being underprepared for college-level work, but whose backgrounds, academic preparation, motivational levels, and goals are extraordinarily varied. The authors discuss the dangers of isolating developmental students, faculty, and curriculum from the broader academic structure of the college. They provide examples of successful programs, and offer a range of recommendations that college administrators can adapt to their campuses and student populations. They also call for additional research on developmental education, especially systematic assessments of existing programs and qualitative research that captures the perceptions of the students for whom these programs are designed.
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 192 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.
Download or read book An Assessment of the Attitudes and Opinions of Administrators Content Faculty Developmental Faculty and Students Concerning the Developmental Education Needs of Community College Students written by Leo Dean Stetson and published by . This book was released on 1979 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study, which was conducted at Chemeketa Community College in Salem, Oregon, was threefold: 1. to assess the attitudes and opinions of administrators, content faculty, developmental faculty, and students concerning developmental education needs of community college students. 2. to develop a questionnaire which could serve as a model to be utilized by other community colleges to assess attitudes and opinions concerning developmental education needs of students. 3. to determine if differences existed between administrators, content faculty, developmental faculty, and students relative to their understandings of developmental education needs of community college students. The major hypothesis was that there would be differences between the attitudes and opinions of administrators, content faculty, developmental faculty, and students concerning the developmental education needs of community college students. The sample consisted of six hundred and seventy-seven respondents. Three hundred and ninety-eight (64%) of the questionnaires were returned for utilization in the study. The groups selected, and the percentages of questionnaires returned were as follows: administrators (75%); content faculty (47%); developmental faculty (81%); and students (70%). The instrument used in the study was a thirty-two item questionnaire which was developed by the investigator. This instrument used a five point Likert format where "one" was the highest rating and "five" was the lowest rating. The analysis of the data collected was done by utilizing a fixed model analysis of variance with unequal cell sizes. This statistical analysis which involved four levels of one factor was computed for each of the thirty-two items on the questionnaire. The Least Significant Difference Test was then done as a post hoc procedure on each item that had an F ratio which indicated a difference significant at the .05 level. Within the limitations of the study, the following major conclusions were drawn. 1. Sixty-nine percent of the thirty-two stated null hypotheses were rejected which indicates considerable difference between the attitudes and opinions of administrators, content faculty, developmental faculty, and students concerning the developmental education needs of community college students. 2. Administrators, content faculty, and developmental faculty differed significantly on only one item that dealt with developmental education skills. 3. Student responses differed significantly from those of administrators, content faculty, and developmental faculty on nineteen of the thirty-two items. 4. Administrators and content faculty agreed upon what skills should be taught but were not in agreement relative to faculty tutors, summer hours, student tutors, college credit for developmental courses, and developmental materials relevant to individual programs of study. 5. Administrators and developmental faculty did not differ significantly on any of the items on the questionnaire. 6. Significant differences were found between the attitudes and opinions of content faculty and developmental faculty on five items. The four items concerned with drop-in tutoring, summer hours, student tutors, and college credit for developmental classes suggested that content faculty had more conservative attitudes toward the operation of the developmental program than did the developmental faculty. 7. Administrators reported a significantly greater need for improvement in the skills of reading comprehension, vocabulary, spelling, basic arithmetic, and use of study time than did students. Administrators also gave significantly higher ratings than students to being open during the summer months, student tutors, and diagnostic testing. 8. Content faculty gave significantly higher ratings than students to sixteen of the thirty-two items on the questionnaire. Eleven of these items dealt with developmental skills and the remaining five were concerned with the operation of the developmental program. 9. Developmental faculty assigned higher ratings than students to the eight items concerned with the developmental skills of reading comprehension, vocabulary, spelling, grammar, basic arithmetic, the use of study time, note-taking, and listening. Drop-in tutoring, being open during the summer months, and student tutors were also rated significantly higher by developmental faculty than by students.
Download or read book Perceptions of Professional Development Needs of Dual Credit Adjunct Faculty Instructors at a Community College in the Southwest United States written by Allison Venuto and published by . This book was released on 2021 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study determined the professional development needs of dual credit adjunct faculty at a large community college in the United States. As institutions of higher education increase their reliance on adjunct faculty due to budget constraints, adjunct faculty members instruct a growing number of students. In tandem with this, more community colleges partner with local school districts to offer dual credit classes so that students can earn high school and college credit at the same time. Previous research denotes that adjunct faculty desire greater connection to and support from their institutions of higher education; however, these institutions do not consistently offer adjunct faculty these opportunities. Leadership at institutions of higher education must solicit the types of professional development desired by dual credit adjunct faculty because of the unique needs of this population of instructors. This qualitative action research case study combined data from a questionnaire, interviews, and document review from dual credit adjunct faculty members. Key findings from the study included needs for professional development related to connecting with colleagues and students as well as technology. Dual credit adjunct faculty express a desire for professional development related to their disciplines, technology, and institutional support. Professors with different years of experience need different types of professional development. Specifically, new instructors need orientation information, professors with some experience need information about student engagement, and experienced instructors want information related to building their careers.
Download or read book Developing Social Capital of Community College Developmental Education Faculty to Influence Student Success written by Eric C. Leshinskie and published by . This book was released on 2017 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: To improve course success rates and the overall success of students in developmental level courses, I designed a professional development experience to strengthen developmental education faculty members' social capital, connecting faculty with peers who also teach developmental level courses. Twelve full-time faculty members participated in an interdisciplinary professional learning network (PLN), where they engaged in shared critical dialogue and conducted and received a peer observation. I designed a mixed methods action research study where participants completed a pre- and post-survey measuring the influence of this professional development experience on their social capital and their use of effective teaching practices. Additionally, participants completed reflective journal responses, and I interviewed six participants to determine if participation in the PLN and conducting and receiving an interdisciplinary peer observation would transform their teaching practice. Quantitative results indicated that participation in the PLN had little influence on developing participants' social capital and little influence on transforming teaching practice. The qualitative data indicated that participants' confidence in their teaching practice increased. Participants' social capital was strengthened as they developed an informal support network that grew from a sense of trust and common purpose. Furthermore, interacting with instructors from a different discipline expanded their ideas about effective teaching practices. Ultimately, participation in the PLN and conducting and receiving a peer observation led some participants to consider a transformation of individual practices and in a few instances, modifications to teaching philosophy.
Download or read book Faculty Perceptions of Developmental Education Delivery Changes in Nebraska Community Colleges written by David W. Hamilton and published by . This book was released on 2014 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is essential to the success of Nebraska's future workforce that community colleges help students transition more effectively through developmental education and into credit-bearing courses. Based on the results of this research which shows how change is occurring in Nebraska's community colleges, the author proposes a theory of staged change in community colleges.
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 Perceptions of Professional Development by Part time Faculty Members in Kansas Community Colleges written by Cynthia A. Shuman and published by . This book was released on 2005 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 1991 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the challenges and sources of support encountered by first year community college faculty members through interviews with nineteen full-time, tenure-track, community college faculty.
Download or read book Perceptions of Students Families and Community College Administrators about Developmental Education written by Justin Necessary and published by . This book was released on 2016 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Washington State Community College Administrators and Developmental Education Faculty Concerning the Characteristics of Effective Developmental Education Programs written by Robert Henry Eley and published by . This book was released on 1993 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Implementation of State Developmental Education Policy written by Shirley Davenport and published by . This book was released on 2016 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: These findings have significant implications for higher education policy-makers, policy implementers, and other stakeholders who wish to effect transformative higher education change through successful policy implementation.
