Dissertations / Theses: 'Professional and faculty development'

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Jay, Jason T. "Faculty Orientations in ESL Professional Development." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.

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The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education faculty. This qualitative study explored how faculty responded to a PD focused on developing understandings of second language acquisition with opportunity to consider how it might be taken up in their own teaching of teachers. We interviewed eight teacher education faculty members about their learning and their response to participating in this PD effort. Using data analysis methods specified by Miles, Huberman, and Saldaña (2014), we gained a better understanding of how faculty responded to the PD in general and how it contributed to their positioning as participants within the PD. The importance of this study is that it can help professional development coordinators and facilitators understand the importance of positioning or orientation of participants as they begin a learning experience. Future research could examine ways in which learning opportunities can be designed to take into account the variability in these orientations.

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Blood, Kenneth J. "Professional Development of Novice Athletic Training Faculty." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.

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Robinson, Elizabeth Ann. "Professional Development Among Brigham Young University Faculty." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7400.

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This thesis is a qualitative research study examining views of faculty at Brigham Young University regarding professional development at the university level. Subjects who participated in the study were selected based on being full-time, part-time, adjunct, tenured, and non-tenured professors at Brigham Young University. Instructors who work solely with online students were not included. The contacts also did not include student teachers, support staff, non-teaching faculty or graduate students.The key findings from the qualitative research study report that faculty differentiate between two categories of professional development, one concerned with teaching and other aspects of working at a university, and the other is the development and continuing training in their original field or specialty. Additionally, the research shows that while time is the most commonly cited reason for not attending professional development, it is possible to potentially offer incentives to overcome that barrier to attendance. Professional development activities that are created in an informal manner and are more localized to smaller units within the university-a college, a department, even a subset of a department-seem to be more meaningful to faculty than traditional formally organized professional development by the university. The overall conclusion from this qualitative research study is that professional development activities should be more flexible and adaptive to the maturation of needs of the intended participants. The current initial professional development at Brigham Young University is viewed positively as being very helpful; however, the longer faculty stay at the university the more they seek out informal professional development focused on specific issues for which they are not finding assistance. The implication of this study is when universities focus on initial professional development for new faculty often professional development opportunities for mid-career faculty are not emphasized or arranged. Ways to address this gap may include specifically labeling activities like seminars as professional development and then increasing resources devoted to them or giving faculty an allowance per person per year and allowing them to choose how to invest that allowance-either in more training within the teaching profession or within their specific discipline.

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Ross, Laura. "FACULTY DEVELOPMENT IN MEMBER INSTITUTIONS OF THE FLORIDA FACULTY DEVELOPMENT CONSORTIUM: STRATEGIC PLANS, EVALUATION MODELS, OR." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3072.

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ABSTRACT The purpose of this study was to examine strategic plans and evaluation models in light of organizational structures and funding to determine if member institutions in the Florida Faculty Development Consortium were investing in faculty development based on strategic and measurable criteria. Data were gathered through a mixed method survey mailed electronically to the individuals responsible for faculty development at 31 member institutions of the Florida Faculty Development Consortium. Even though the Consortium was comprised of public and private four-year institutions and public two-year institutions, faculty development programs in these institutions had similarities. Most programs had strategic plans, centralized faculty development units with dedicated staff, and institutional funding. In addition, most faculty development programs had evaluation models in which they collected reactionary responses, but little evidence existed that programs were measuring impact on faculty learning, faculty behavior change, or student success. It was concluded that member institutions in the Florida Faculty Development Consortium were investing in faculty development and providing faculty developers with dedicated time to attend to faculty development responsibilities. Member institutions were evaluating their efforts on strategic, goal-based criteria, but little evidence existed that they were evaluating based on measurable criteria.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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Bowers, Okema S. "Adjunct faculty perception of professional development and support services." Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571529.

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The purpose of this descriptive study was to investigate the adjunct faculty's perception of professional development and support services offered and needed at Tidewater Community College, a multicampus community college. This study involved adjunct faculty only. A survey was created and contained 58 survey questions. The majority of these were Likert-like items based on a scale from Strongly Agree, indicating a very important need or value for the adjunct, to Strongly Disagree, indicating a not important at all level of perceived value. In order to determine if other factors influenced the perception of professional development or support services, other questions asked for demographic information, such as education level, age, number of years in the professional field, and discipline/department. Except for education level, each of the independent variables accepted the null hypothesis that there is no statistically significant difference between adjunct faculty perception of institutional supports and the professional development and support services offered in terms of the independent variables. Findings from this study indicated that adjunct faculty perceived that professional development and support services are significant in improving their teaching and important to their role and success. Adjuncts want to better serve students and connect with the institution. Orientation and mentoring are highly regarded and requested to help integrate adjunct faculty into the college. The data indicated that adjunct faculty members want professional development that meets their specific instructional and student-centered needs that is offered during more accommodating times. The current professional development offerings are not well-attended and do not seem to meet the specific needs of this adjunct population. It behooves the administration to further investigate what is currently being done to support adjuncts and to address a means to improve the delivery and execution of all institutional supports. While this study provides useful information related to one community college, it is important that each community college examine closely its personal investment relative to the institutional support it provides to adjunct faculty members.

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Albrecht, Nancy Marie Richard. "University faculty collaboration and its impact on professional development /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.

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Pesce, Jessica Rose. "Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104134.

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Thesis advisor: Karen D. Arnold
Faculty members in higher education typically have been trained in their subject matter but not in pedagogy (Austin, 1992; Healey, 2000). With increased concerns over the rising cost of college, traditional institutions of higher education face scrutiny and external challenges to their stability. Higher education groups and the public at large have called into question the teaching skills and preparedness of faculty members (Altbach, 2011), often criticizing their lack of interest in teaching and preference for research (Advisory Committee to the National Science Foundation, 1996). As a result, a growing number of institutions have developed means for supporting and enhancing teaching on campus. Despite studies that demonstrate the effectiveness of such programs (Coffey & Gibbs; 2001; 2004; Van Note Chism & Szabo, 1998), faculty participation in professional development for teaching remains low (MacKinnon, 2003; Sorcinelli, 2006). This mixed-methods study uses survey and interview data from full-time faculty (n = 432) at two research-intensive universities in the Northeastern United States to determine their attitudes and preferences regarding professional development for teaching in order to increase participation rates. Statistical tests showed significant differences by demographic groups; female and non-tenure track faculty are more likely to attend professional development, more likely to view it positively, and more likely to feel it is undervalued on campus. No significant differences were found by discipline or institution. Semi-structured, follow-up interviews were conducted with 11 faculty members. The findings showed that faculty perceive that their institutions do not value teaching. With limited time, faculty feel compelled to prioritize research over teaching, despite wanting to devote more attention to teaching. Other issues they discussed were: work-life balance, lack of preparation for teaching in graduate school, preferred topics and formats for programs, messages received from the administration, and the desire to collaborate with other faculty. The findings are analyzed using Bronfenbrenner's (1979; 1993; 1995) ecological systems theory to develop a full picture of faculty members' ecologies. The study concludes with recommendations for program facilitators, administrations, and future research
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Lian, Xiaoyu. "Factors that motivate faculty to participate in professional development activities." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581491.

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Research has found that effective FPD activities improve faculty's instructional practices and pedagogy, technology skills, and knowledge and that the impact last over time (Rutz, Condon, Iverson, Manduca, & Willett, 2012). FPD activities also reduce job burnout and increase a sense of belonging and morale among faculty (Thomas, 2012). However, many colleges and universities are observing low participation rates, and there is a concern about a mismatch of FPD activities and changing faculty needs. Using a mixed methods research design and an online survey instrument that consisted of Liked scale and open-ended items, this study identified factors that motivate faculty to participate in FPD activities and evaluated faculty perceptions about the value and usefulness of FPD activities. A total of 892 full-time and part-time faculty at nine California State University campuses participated in this study.

There were three categories of major findings: (a) relationships between faculty demographics, motivation, and perceived value and usefulness of FPD activities, (b) faculty motivation and perceptions about FPD, and (c) There are positive interrelationships between faculty motivation, perceived value and usefulness of FPD activities. Highlights among the findings included a positive association between off campus FPD involvement with faculty motivation and positive associations between online and off campus FPD with both the perceived value and the perceived usefulness of FPD. The discussion of implications and recommendations included (a) the need for campuses to conduct faculty needs assessments for clear and aligned goals; (b) strategies for planning FPD activities; (c) the use of data to improve FPD effectiveness; (d) the need for policies, resources, and recognitions that promote a culture of FPD; (e) the importance of collaboration; and (f) recommendations for further study related to the regression findings.

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Hewitt, Julie E. "Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.

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Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom. While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms. The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators. The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.

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Samhaber, Carol Ann. "Canadian Community College Faculty and Teaching and Learning Professional Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1394.

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Many colleges have faced the challenge of engaging faculty in teaching and learning professional development. The purpose of this project study was to investigate why full-time school of business faculty at a small community college in Canada do not complete college course design and student assessment training. Faculty members are urged to complete these trainings in order to implement their courses to successfully prepare students to graduate from college and launch professional careers. The research questions in this study focused on faculty perceptions regarding factors that have prevented their completion of this college's course design and student assessment professional development. The conceptual framework for this study was the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation developed by Keller. A bounded case study design using purposeful sampling was adopted and 12 faculty members from the department agreed to participate in the study. Data collection included interviews that were coded and analyzed for common themes. The key findings suggested that faculty would be interested in having input in mandated professional development so that sessions were more closely aligned with their learning needs and performance plans. The project, a white paper, included recommendations based on findings that may be used by the college to establish a faculty professional development policy that is connected to performance and refine the faculty professional development offerings to accommodate faculty learning needs. Student graduates of the college might benefit from this research as faculty, through professional development, become better able to address the knowledge and skills they require to be positioned to contribute effectively to their communities and the Canadian economy.

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Polich, Susan. "Assessing Faculty Learning Communities." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712.

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Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.

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Taylor, Thomas J. "Perceptions of community college adult basic education faculty regarding faculty professional development in Alabama community colleges." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2165.

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Hervás, Nicolás Gabriel. "Lesson study for the professional development of higher education faculty members." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/670002.

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Lesson study (LS) is a practice originating in Japan, central on the professional development of Japanese schoolteachers and internationally recognized given its value for teachers’ learning, training and professional development. LS has remained mainly conducted among primary and secondary teachers, with only a few studies exploring its put into practice by higher education (HE) faculty members since its internationalization from 1999. Also, previous research has revealed that misconceptions arise when LS is adopted outside of Japan—calling for further theoretical development to increase comprehension of the process—and different adjustment to its practice that require analysis. This research aims to fulfill the following goals: (1) examine and compare the training of novice HE faculty members at Catalan universities; (2) broaden the theoretical corpus of LS; (3) shed light on and examine any study in English language before 1999 clearly describing LS and analyze their bibliographic relevance; (4) systematically review earlier studies on LS among HE faculty members; (5) describe and analyze LS participants’ perceptions and experiences of the use and integration of video in LS; (6) describe and analyze LS participants’ perceptions and experiences of the use and integration of Content Representations (CoRes) in LS; (7) Analyze the learning paths that LS opens for HE faculty members; h) unveil and analyze how student-centered are the conversations of HE faculty members during LS; and (8) unveil and analyze the approach to teaching and learning and to their teaching role of HE faculty members during LS. In order to fulfill these nine goals (from 0 to 8), I conducted nine studies (a theoretical one, a documental one, a historical-documentary one, a systematic review, and five field studies through a multiple case study) and gathered data from diverse documentary sources, participant observation, audiovisual recording and semistructured interviews. As for the field work, it took place at the Campus of Bellvitge at the University of Barcelona, within the framework of a project named RIMDA and with a total of 12 health sciences HE faculty members. Results show that: (0) most Catalan public universities offer a program to train their novice faculty members with similar contents but relevant differences regarding their LS for the professional development of HE faculty members Gabriel Hervás Nicolás vi design, the required dedication and the origin of the facilitators; (1) viewing LS through the lens of complexity and understanding the role of emergence, the ecology of action, and joint reflection can allow teachers to gain a deeper understanding of this practice and to apply it more successfully; (2) contrary to what most literature on LS states, there are several studies before 1999 describing its practice to an international audience; (3) the put into practice of LS in HE evinces positive outcomes among the faculty members in relation to a greater attention to their students and to collaboration, but descriptive levels of reflection and management difficulties; (4) the use of video improves the ability to examine discourses, address more classroom situations with accuracy, gain perspective, and offer opinions, but affected behaviors and makes the LS process longer; (5) CoRes allow to organize ideas, consider more details, address new topics and engage in greater reflection during LS, but that the participants considered it a bothersome and timeconsuming instrument; (6) participants during LS emphasized the discussion and learning about the lesson over their instruction and their students, and learnt through descriptive learning processed rather than interpretative learning; (7) despite often connecting different themes with the students’ in-class engagement, participants’ conversations during LS had room to increase their attention on the students; (8) participants during LS—without educational training—shared conflicting pedagogical notions and had a narrow view of their role as teachers and their professional responsibilities. These multiple findings are discussed taking into consideration what literature on LS and faculty development point out, seeking to generate more informed LS processes (especially, in HE) and to assign a greater value to HE faculty development programs addressing the teaching practice.
El lesson study (LS) es una práctica originada en Japón, central en el desarrollo profesional del profesorado en las escuelas niponas y reconocida internacionalmente por su valor para la formación, aprendizaje y desarrollo profesional del profesorado. Su práctica se circunscribe principalmente a la educación primaria y secundaria, siendo pocos los trabajos en educación superior desde su internacionalización a partir de 1999. Además, en su expansión fuera de Japón, se han detectado concepciones erróneas —que han generado una llamada a más elaboraciones teóricas que incrementen la comprensión del proceso— y se han gestado adaptaciones que requieren de análisis. Esta investigación busca dar respuesta a los siguientes objetivos: (0) examinar y comparar la formación del profesorado novel de las universidades catalanas, (1) ampliar el corpus teórico del LS, (2) arrojar luz y examinar cualquier estudio en inglés (y su relevancia bibliográfica) previo a 1999 describiendo claramente el LS, (3) revisar sistemáticamente la literatura sobre LS entre profesorado de educación superior, (4) describir y analizar las percepciones y experiencias de los participantes en relación con el uso del vídeo en el LS, (5) describir y analizar las percepciones y experiencias de los participantes en relación con el uso y la integración de las Content Representations (CoRes) en el LS, (6) analizar las vías para el aprendizaje de los docentes en educación superior que el LS abre, (7) desvelar y analizar cuán centradas en los estudiantes son las conversaciones del profesorado de educación superior durante el LS, y (8) desvelar y analizar el enfoque sobre la enseñanza y el aprendizaje y sobre su rol docente del profesorado de educación superior durante la práctica del LS. Con el objetivo de satisfacer estos nueve objetivos (del 0 al 8) llevé a cabo nueve estudios (un estudio teórico, uno documental, uno histórico-documental, una revisión sistemática, y cinco estudios de campo por la vía de un estudio de caso múltiple) para los que se recogieron datos a través de documentos de índole diversa, la observación participante, el registro audiovisual y la entrevista semiestructurada. En cuanto al trabajo de campo, este tuvo lugar en el Campus de Bellvitge de la Universidad de Barcelona, en el marco de un proyecto llamado RIMDA y con un total de 12 docentes de ciencias de la salud. Los resultados muestran que: (0) la mayoría de las universidades públicas catalanas ofrecen un programa para formar a sus docentes noveles con contenidos similares, pero relevantes diferencias en relación con su diseño, la dedicación requerida y el origen de los instructores; (1) mirar al LS a través de las lentes de la complejidad y comprendiendo el rol de la emergencia, la ecología de la acción y la reflexión conjunta posibilitarían al profesorado ganar un conocimiento más profundo de esta práctica y aplicarla de manera más exitosa; (2) contrariamente a lo que señala la práctica totalidad de literatura sobre LS, contamos con estudios anteriores a 1999 describiendo el LS a una audiencia internacional; (3) la práctica del LS en educación superior evidencia efectos positivos entre el profesorado relacionados con una mayor atención a los estudiantes y con la colaboración, pero niveles reflexivos descriptivos y dificultades en su gestión; (4) el uso de vídeos mejora la habilidad de examinar discursos, atender situaciones de manera más precisa, ganar perspectiva y ofrecer opinión durante el LS, pero afecta el comportamiento de los participantes y extiende el proceso; (5) las CoRes ayudan a organizar ideas, a considerar más temas, a hacerlo más detalladamente y a generar más reflexión durante el LS, pero los participantes consideran el instrumento molesto y tedioso; (6) los participantes durante el LS pusieron más énfasis en discutir y aprender sobre el diseño de las lecciones que sobre su instrucción o sobre sus estudiantes y se mantuvieron más en aprendizajes de tipo descriptivo que interpretativo; (7) pese a conectar distintos temas con la participación y actitud de los estudiantes, las conversaciones durante el LS tuvieron mucho margen para centrar más su atención en los estudiantes; (8) los participantes durante el LS —sin formación en educación—mantuvieron nociones pedagógicas en conflicto entre ellas mismas y una visión limitada sobre su rol como docentes y su responsabilidad profesional. Estos resultados son discutidos a partir de lo que la literatura sobre LS y la formación del profesorado universitario señala, buscando generar una práctica del LS más informada (en especial, dentro de la educación superior) y la asignación de un valor mayor a los programas de desarrollo profesional de dicho profesorado.

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Onkol, Pinar Esma. "Perceptions Of Professional Development At Bilkent University Faculty Academic English Program." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613162/index.pdf.

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Considering the current demands of our global world, there is a need for educating students equipped with diverse and complex qualities. In order to educate well-equipped students and sustain quality education, teachers and teacher educators have to be keeping themselves up-to-date and develop themselves professionally. The primary aim of this study is to explore English instructors&rsquo
understanding of professional development through the use of phenomenological research methodology. The data sources were instructors and administrators working at Faculty Academic English Program at Bilkent University. The data collection method was semi-structured, face-to-face interviews. The findings of the study indicated that participants see professional development as a means of individual development, as a means of institutional development and as a source of developing community and environment. The study also revealed that the instructors preferred informal modes of professional development activities to formal ones. Participants of the study overall reflected their agreement on the positive contribution of course design on their professional development, autonomy and self-growth.

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Sprenger, Kurt William. "Perceived Effectiveness of Faculty Development Programs for Full-Time Occupational-Technical Faculty in Virginia Community Colleges." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29904.

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The purpose of this study was to identify faculty perceptions of the personal and student benefits deriving from participation in faculty development activities. Faced with the challenge of keeping up-to-date with technology in order to keep their students up-to-date, faculty participate in many different activities. The perceived effectiveness of faculty development activities varies depending on the knowledge and interest of each faculty member. This study was descriptive, using a two-part survey to collect both quantitative and qualitative data. First, a mail survey was used to collect data on the perceptions of faculty members regarding 12 professional development activities. The survey was sent out to 407 faculty in Business Technology and Engineering and Industrial Technology at the 23 colleges in the Virginia Community College System. Second, selected participants were contacted for a follow-up phone interview which elucidated some of the information from the mail survey. The surveys were designed based upon a review of the literature and through interviews with professionals. The survey was pilot tested on community college faculty. Major findings from the study included the following: 1. The three most participated in activities were training in computer skills, professional conferences, and college-sponsored presentations and workshops. 2. Professional conferences and college-sponsored presentations and workshops were the highest rated in terms of participation, but rated the lowest in terms of personal and student benefit. 3. Females, on average, participate in more activities and have higher ratings for personal and student benefit. 4. Many faculty reported that funding for professional development activities is limited and that they have a limited amount of time to participate in activities. It is not uncommon for a faculty member to pay out of their own pocket for a worthwhile activity. 5. Activities that deal the most with learning new technologies, such as training in computer skills, retraining for fields in technology, and internships in business or industry, were given the highest ratings of personal and student benefit. Based on the findings several recommendations and suggestions for future research were made: 1. Additional research is needed on the actual measures of student benefit, not just perceptions 2. Community college faculty need to carefully select professional development activities that will benefit not only themselves and their student as well. 3. Community college administrators should encourage faculty members to participate in internships in business and industry. Administrators need to do all they can to provide funding for these activities. 4. Additional research is needed on the differences in how males and females rate their perceptions.
Ph. D.

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Bosley, Michael. "PROFESSIONAL DEVELOPMENT ACTIVITIES AND JOB SATISFACTION AMONG COMMUNI." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4249.

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This study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to increase job satisfaction. The data produced by this study were reviewed to determine, the level of job satisfaction of those adjuncts who attended professional development activities; the degree to which adjunct faculty members attended professional development activities; the reasons why adjuncts attended professional development activities; and how attendance at professional development activities has enhanced adjuncts' teaching performance. Findings showed that adjuncts who attended professional development activities at Valencia Community College were generally satisfied with their jobs. Adjuncts were also satisfied with the professional development activities they attended and many attended more than one activity.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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Weber, Katie Elizabeth. "An Analysis of Faculty Development Levels of Use Outcomes at One Higher Education Institution." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375289301.

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Mitchell, Neisha N. "Faculty Perceptions of the Teaching and Learning Center on Faculty Development: A Descriptive Study." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/12.

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This study was designed to obtain an increased understanding of faculty members’ perceptions of faculty-development activities offered by the Teaching and Learning Center (TLC) at one location of a multicampus, regionally accredited, private, nonprofit university. This study was necessary to help with administrative and academic decisions regarding faculty development. The first of the four research questions addressed participants’ perceptions of the TLC’s professional development through workshops to prepare and assist faculty with teaching. The second research question addressed participants’ perceptions of their mentoring experience to support faculty members during their initial teaching assignments. The third and fourth research questions addressed the influence of experience and demographic factors on participants’ overall perceptions of activities offered by the TLC. Survey methodology was utilized to obtain quantitative data. Because the researcher designed the instrument, the questionnaire utilized was validated by a formative and a summative committee and pilot tested. The instrument included questions that were formatted and ordered to address each of the research questions. The first sequence of questions addressed the first research question and offered an opportunity for comments on the overall TLC experience. The second sequence of questions addressed the second research question and allowed an opportunity for comments on mentoring. The third sequence of questions addressed the third and fourth research questions. Data were analyzed using descriptive and inferential statistics. The analysis revealed that respondents’ perceptions of the TLC were positive; it adequately prepared them for initial teaching assignments at the university. However, respondents’ comments indicated the need for a variety of topics they would like to have presented at workshops. Participants’ perceptions of mentoring experiences were mixed; however, there was a general indication that there were problems with mentoring experiences and relationships that needed to be addressed. Analysis also indicated that demographic and experience factors had very little impact on respondents’ perceptions of the TLC workshops and mentoring.

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Dokter, Erin. ""It's the Journey": Exploring the Consequences of a Professional Development Workshop for College Astronomy Faculty." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195673.

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The purpose of this qualitative study was to explore the range of consequences of a professional development workshop for two- and four-year college astronomy faculty. Its focus was how faculty participants chose to incorporate ideas and teaching strategies from the workshop with their own teaching ideas and practices. Data included pre- and post-workshop open-ended survey responses on teaching strategies from 126 faculty, follow-up online survey responses on reported teaching practices from forty-one faculty, semi-structured interviews and classroom observations with five faculty "heavy adopters" of the workshop teaching techniques, and surveys from their students. Analytical techniques used were both traditional, such as clustering, counting, and iterative descriptive coding (Miles and Huberman, 1994); as well as non-traditional, such as circle graphs (Aumann et al., 1999), and analysis of linguistic metaphors (Martin and Lueckenhausen, 2005). The main consequence of this study is that faculty development workshops can help support faculty as they create their own teaching path, and support their students in doing the same. Faculty participants reported incorporating workshop teaching strategies to their teaching practice following their participation. Interviews with and classroom observations with the five "heavy adopters" characterized how each individual retrofitted the techniques to suit his or her own teaching approaches, as revealed by their dominant teaching metaphor, as well as the metaphors used by their students to describe their classes.

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Jeannin, Loise. "Professional Development Needs of Faculty Members in an International University in Thailand." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065197.

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In an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members’ needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers’ perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.

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Hwu, Shih-Hsung. "Concerns and professional development needs of university faculty in adopting online learning." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13129.

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Doctor of Philosophy
Curriculum and Instruction
Rosemary Talab
The purpose of this mixed methods study was to explore concerns and professional development needs of faculty at the University Alaska Fairbanks (UAF) on the adoption of online learning (OL). This study was also in response to Title 24 of the Alaska Statute’s Recommendation #3, which required sufficient faculty training in distance education technologies for teaching UAF distance courses. This study utilized the Concerns Based Adoption Model (CBAM) as its theoretical framework. A mixed methods design was used to address the research questions. Both quantitative and qualitative methods were used to collect and analyze data. A non-experimental, cross-sectional survey design was used, incorporating the Stages of Concern Questionnaire (SoCQ). Quantitative measures included surveys were sent out to 253 UAF faculty. Ninety-six surveys were returned and usable, with a final response rate of 39%. MANOVA analyses were used to identify potential variables predictive of faculty member’s concerns and professional development needs regarding the implementation of OL. Qualitative measures included three open-ended questions and sixteen faculty interviews, chosen through stratified sampling. The Stages of Concern Questionnaire indicated that the majority of UAF faculty members displayed a typical SoCQ “nonuser” profile in adopting OL. Faculty’s highest concerns were unrelated, self, and task concerns, with a slight tailing-up of impact-refocusing concerns, indicating resistance to OL. Individual variables found to potentially be predictive of faculty members’ concerns included years of teaching experience, administrative support of technology and academic rank. Qualitative measures revealed that overall themes were administrative support, including workload consideration and tenure recognition. Professional development needs included current technology and LMS (Blackboard) workshops. At the same time, faculty voiced their concerns about OL through the themes of instructional quality and support (technical assistance and equipment) concerns. Several faculty members also stated that they needed no support and their resistance of OL. Recommendations for UAF included holistic approach to administrative support, proper recognition of achievements OL achievements, promotion of learner-centered methodology in the transition to OL, professional development that lead to a more collaborative community, an enhanced role for centralized support for staff engaged in OL and LMS training. Recommendations for future studies included further qualitative studies to elucidate faculty concerns within the University of Alaska system. A national study was recommended to help faculty and administrators create better university OL policies and discover mutual expectations of how teaching and developing OL courses could be viewed as part of a new approach to workload considerations in a changing university climate, including the tenure and promotion process.

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Dean, Aaron M. "The Professional Development Needs of Community College Business Faculty: A Qualitative Investigation." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429046936.

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Jeannin, Loïse M. "Professional Development Needs of Faculty Members in an International University in Thailand." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2187.

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In an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members' needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers' perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.

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Pete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.

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The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed learning, and connectivism. Using an experimental design, the project examined archival data concerning compliance and satisfaction for 69 adjunct faculty members who had been randomly assigned to an online (experimental group; n = 39) or on-campus (control group; n = 30) professional development workshop. A chi-square analysis showed that compliance levels were significantly higher for participants in the online professional development workshop compared to those who participated in an on-campus workshop. An analysis of variance found that the overall satisfaction level was higher for participants in the online workshop compared to those who participated in the on-campus workshop. The project resulting from the study was a policy recommendation report. Online professional development can positively influence social change by increasing adjunct faculty participation and facilitating the creation and maintenance of networks of health educators. Additionally, direct and indirect costs currently associated with traditional professional development may be reduced through the use of online professional development.

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Greenwood, Joey Sarkees-Wircenski Michelle. "Faculty training and professional development programs designed to impact web-based instruction in higher education a faculty perspective /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3667.

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Greenwood, Joey. "Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3667/.

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Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.

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Refe, Rymarczyk Jo-Michele. "College Teachers' Perceptions of Technology Professional Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6654.

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Community college faculty need to learn and understand the technology that is available in their classrooms so that they can teach students how to use these tools. Professional development workshops are one way that faculty members acquire knowledge of classroom technology. However, little is known about the usefulness of technology professional development workshops using active learning in a community college setting as a development option. The purpose of this qualitative study was to identify faculty members' perceptions and beliefs regarding technology professional development that incorporated active learning as a learning method. The conceptual framework included the concepts of transformative and active learning. Participants for this study included 5 faculty drawn from full-time, part-time, and adjunct faculty who registered for a technology professional development workshop featuring active learning at a community college in the U.S. Midwest. Data sources included interviews conducted before and after the workshop. Data were analyzed using NVivo software and inductive coding to identify patterns and themes. The findings of this study indicated that faculty prefer active learning to self-study or problem-based learning when learning technology because of the collaboration available within the workshop setting. This study contributes to social change because it provides insights on how teachers believe they best learn technology. Educational leaders can use this knowledge to maximize quality in future technology trainings.

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Hannah, Kerry. "A Qualitative Assessment of Professional Development in a Competency-Based Education Model." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7872.

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Competency-based education (CBE) is increasingly important in higher education, both in volume and pervasiveness, which increases the need for comprehensive, systematic, and effective program-based support and instruction for faculty and staff. The purpose of this qualitative Delphi study was to gather expert opinions about competency-based best practices in professional development, support, and training resources in order to effectively implement a CBE method at a university. The conceptual framework comprised of adult learning theory and competency-based education. Eight experts in competency-based education completed 2 rounds of anonymous questionnaires with open- and closed-ended questions. Data analysis involved a systematic process of coding and identifying themes. Results included a list of effective best practices for the professional development, support, and training resources that might be used to develop a community of practice online learning site for effective implementation of CBE methods. The results were further used to deliver a position paper that provided the research site with concrete descriptions of the important factors and mechanisms for CBE, as well as recommendations for action, including increased emphasis on Communities of Practice. Implications for positive social change include aiding higher education institutions in understanding the needs of faculty professional development, support, and training resources in a CBE method. In turn, adult learners who enroll in a CBE model will be able to attain a degree in less time and cost than in a traditional model, providing the learners with an opportunity to make an economic difference in society.

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Rigby, Louise. "Optimising professional development opportunities for Directors of Training fostering workplace learning of professionalism and professional identity formation in early-career doctors." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29586.

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The medical education community has heard and extensively commented on the call for the explicit teaching of professionalism with the goal of forming professional identity. The social learning theory of situated learning in communities of practice has been posited as a guiding theoretical framework to ensure graduate doctors "think, act and feel like a physician". However, there is a paucity of evidence in postgraduate medical education showing how a community of practice can be authentically leveraged for effective workplace learning. Furthermore, there is a lack of empirical research focused on understanding how to optimally foster the learning of professionalism and the forming of professional identity amongst cohorts of early-career doctors. This is a period of transition to professional practice, and little is known about how the leadership of Directors of Training fosters early-career doctors’ learning in the workplace. Guided by communities of practice as the theoretical framework, this study has an overarching research question: ‘How can the professional development of Directors of Training be optimised to foster the effective workplace learning of professionalism and professional identity formation in early-career doctors entering a healthcare system?’ This thesis operates within an interpretivist and constructivist frame and takes a subjective approach to understanding the perspectives of Directors of Training. To address the overarching research question through a qualitative approach, data was gathered from; semi-structured interviews with Directors of Training (n = 10), focus groups with Directors of Training and those supporting them (n = 10), and focus groups with early-career doctors (n = 6). The research question was developed in terms of three sub-questions that gave rise to three empirical studies, focused on, and were informed by, the following theoretical lenses; a modified Biggsian 3-Ps framework, the four Frames for leadership and workplace learning in healthcare theory. The combined findings of the three studies identified three elements that need to be included in the professional development of Directors of Training to foster professionalism and professional identity formation in early-career doctors. Study One provides an understanding of the process of learning professionalism and the forming of professional identity, using the theoretical lens of the modified 3-P model, (Presage, Process and Product) to derive the 3-Bs. First, in the Presage, the early-career doctors' previous knowledge, experience, and approach represent what they ‘Bring’ to the learning of professionalism and professional identity formation. Second, in the Process stage, the early-career doctor undertakes the intentional and unintentional learning that is concerned with their performance of the role; essentially what the early-career doctors ‘Become’ through the process of learning in the workplace. Third, the Product phase represents the early-career doctor ‘Being’ a doctor, using their learning and experiences as part of a formed professional identity. Study Two provides four modified frames to support Directors of Training taking a leadership approach to support early-career doctors in learning professionalism and professional identity formation. The modified four frames are: Structures and processes – Directors of Training as leaders can design and use them to foster learning. This includes the Director of Training having facilities such as a central office with support staff and enabling learning through scheduling activities. Community – Directors of Training as leaders can create this around the early-career doctors to encourage a sense of belonging. This includes the Director of Training taking a compassionate and nurturing approach to enable learning. Power – Directors of Training as leaders can discuss the power of influence in training. This includes discussing how to navigate the hierarchies of medicine and professional practice while learning. Dramaturgical – Directors of Training, as leaders, can discuss the importance of the power of appearance and impression management, including when to include the opportunity for role modelling. In Study Three the themes of the pathway to practice, medical education ecosystem and individual responses and choices provide three areas of focus for fostering the workplace learning of professionalism and identity formation. Using these themes alongside Billett’s workplace learning in healthcare theory, it is suggested that Directors of Training can optimise early-career doctors’ workplace learning of professionalism and identity formation by: • recognising learners’ agentic participation – impressing on the early-career doctor that they have agency and can make choices that influence their learning and identity formation. • influencing interactions – promoting to the broader team around the early-career doctor that everyday interaction can support learning and build a professional identity. • enabling structured experiences – recognising that through the role early-career doctors undertake, there are many opportunities for Directors of Training to articulate the learning opportunities through different rotations and related experiences. The outcomes of these three studies provide answers to the overarching research question. The three elements Directors of Training need as part of their professional development to foster the learning of professionalism, and the formation of professional identity in early-career doctors are, systems thinking (ability to view training as a system), professional development as a collegiate group and a model for optimising learning. First, Directors of Training need an understanding of systemic thinking to understand and leverage the system of learning to enhance professional identity formation. Promoting systems thinking provides a mechanism to meet the call for the explicit teaching of professionalism in the postgraduate medical education arena. Reframing the focus on the system, rather than compartmentalising it into elements such as the hidden curriculum and role modelling or reflective practice, allows a holistic, top-down approach. Second, Directors of Training need faculty development which includes a workplace leadership toolkit to overcome challenges and create opportunities for the learning of professionalism and professional identity formation. This provides the opportunity to frame and reframe the learning of professionalism in the workplace and is in keeping with the push to have faculty development tools delivered and practised in the workplace rather than in workshops. Third, Directors of Training need a model for optimising learning. This model supports the learner's agentic participation and ensures the workplace is set up to enable structured experiences and influencing interactions that foster the learning of professionalism and professional identity formation. The literature emphasises the importance of role modelling. However, this research highlights the importance of influencing interactions and enabling structured experiences to foster learning and identify formation. This finding means that Directors of Training can learn how to encourage other team members, including clinical supervisors, to recognise the power of influencing interactions. Together with other medical educators or administrators, they can enable structured experiences for early-career doctors to foster the learning of professionalism. The findings have implications for the theory of communities of practice by illuminating how peripheral participation in communities of practice can be enhanced. To maximise its translation into practice, the findings are incorporated into a model labelled SiLeNT – the Social Learning Neighbourhood Toolkit, which can be used for the professional development of Directors of Training. The strength of this research is in the richness of the data and the robustness of the analysis within the research paradigm. It provides a novel addition to the literature on the learning of professionalism and professional identity formation for early-career doctors. There are slight changes to the methodology that could have enhanced the research, but the methodology was applied with sufficient rigour to stay aligned to the stated paradigm. It might have been useful to consider the interaction of early-career doctors in communities of practice with early-career professionals in differing professions such as nursing and allied health disciplines. However, within the resources of a single investigator, it is a theoretically robust thesis and provides interesting and useful implications for theory and effective practice. This research extends the current literature on the workplace learning of professionalism and professional identity by focusing on early-career doctors utilising the perspectives of Directors of Training and those supporting them. The recommendations for this research encompass professional development for Directors of Training whilst also establishing a virtual professional network for doctors (VPN-Dr) as a way of visualising and leveraging both existing and new communities of practice. Further research can be conducted into reviewing applications of the workplace learning tools and gaining a better understanding of how Directors of Training can access the rich diversity of the community of practices to influence the professional development of early-career doctors.

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Van, der Kaay Christopher D. "Technology and older faculty : a descriptive study of older Florida community college faculty." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001865.

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Brashear, Taylor. "TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/35.

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Communication across the curriculum (CXC) programs are becoming increasingly common as institutions of higher learning recognize the need for improving communication skills in college students. Consequently, the University of Kentucky (UK) is piloting Presentation U, a multimodal communication across the curriculum (MCXC) program. This study examines the degree to which the Faculty Fellows program succeeds in helping faculty across the university integrate effective communication instruction and assignments into their courses. For this study, all faculty members participating in cohort #2 of the program responded to surveys and wrote reflection papers regarding their experiences. Their responses were analyzed and conclusions drawn. The study, grounded in the adult theory of transformative learning, found evidence of worldview transformation among faculty fellows as a result of their participation in the program.

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Navarro, Ashley M. "An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7867.

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The purpose of this study was to explore adjunct faculty perceptions of factors that influence participation in faculty development at a multi-campus Florida state college. To improve Florida state college adjunct faculty participation in faculty development, it was necessary to examine their faculty development needs and the incentives and barriers that influence their participation in faculty development. This study extended the research on characteristics of adjunct faculty and their faculty development interests. This quantitative study addressed the gap in the literature related to the scheduling, format, and communication preferences of a Florida state college adjunct faculty, related to faculty development. A survey research design was used to explore faculty development preferences of adjunct faculty who had taught for a minimum of one semester. An online survey was used to collect the data via Qualtrics. Adjunct faculty who taught in fall 2018 from all academic areas, and all four campuses were included in the sample. The response rate for this survey was 20%. A frequency distribution was constructed for the demographic data. Multiple regression was used to analyze the relationship between adjunct faculty participation in faculty development and background characteristics. Measures of central tendency were used to calculate the mean and standard deviation to identify faculty development needs, preferred conditions for faculty development, incentives that may encourage participation, and barriers that may hinder participation in faculty development opportunities, as perceived by respondents. The results indicate that the adjunct faculty who responded to the survey need faculty development training related to the following topics: instructional technology, student engagement, and instructional strategies. They indicated weekday evenings was the preferred time for faculty development, one to two hours workshops was the most feasible format, and college-wide email was their preferred method of communication for faculty development. There was no consensus on the preferred location, online or campus. Professional growth and life-long learning were the two incentives identified, by the majority of the adjunct faculty, which significantly or moderately encourages their participation in faculty development. Most of the adjunct faculty identified time and full-time job as the barriers which significantly or moderately hinders their participation in faculty development.

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Smith-Slabaugh, Jennifer J. "Structured Faculty Mentoring in Higher Education: A Descriptive Analysis of the Perceptions of Junior and Senior Faculty." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1515.

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Bond, Mark Aaron. "Constructing Guidelines for Building Communities of Practice for Supporting Faculty Professional Development in Electronic Environments." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50569.

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Faculty who teach online courses at large research institutions have unique professional development and support needs. Communities of practice may provide a solution to feelings of isolation reported by faculty who teach online courses. Through a community of practice faculty may offer support to each and share online instructional best practices. Using a developmental study, research-based practices were operationalized using the ADDIE model to form guidelines for building and maintaining a virtual community of practice for online teaching faculty. An expert review validated and led the revision process for the set of guidelines. This study describes the development of the guidelines, the expert review, and the validation of the final product.
Ph. D.

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Martin, Caitlin A. "Facilitating Institutional Change Through Writing-Related Faculty Development." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1617961494207509.

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Dulin, Cassandra. "The pedagogical characteristics of advanced technology education-funded professional development for community college faculty." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/62.

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The STEM fields are in the process of expanding and requiring highly trained technicians to support this growth. Community colleges are places that offer technician training to students in preparation for high technology jobs. Unfortunately, community colleges are generally underfunded and poorly positioned to offer professional development for discipline-specific skills or pedagogy training. The National Science Foundation and Advanced Technological Education (ATE) have situated themselves to provide support for the STEM fields through their federally funded programs for technician teachers. A component of ATE grants is a focus on faculty development designed to help STEM teachers in community colleges. ATE helps community colleges fill in the gaps in professional development facing instructors in the STEM fields. The purpose of this study was to analyze the pedagogical characteristics of ATE-funded professional development for community college faculty and its intersections with campus-funded professional development. This study used a qualitative, multiple case-study design. Three interviews were conducted at three different ATE sites in California of the center leader, a professional development coordinator, and a participant. The major findings were 1. ATE provides educational and technical training to adults with common traits in backgrounds and goals. 2. The technical professional development at ATE centers is hands-on and interactive and has shown to provide positive learning outcomes to adult learners. 3. ATE centers address the needs of an evolving workforce by conducting research on new or current industry expectations. 4. Partnerships to industry are important to the curriculum and infrastructure of ATE professional development. 5. Evaluation is necessary for the growth of ATE professional development programs. 6. ATE helps build a collaborative community within a technical field by supporting relationships between professional development participants. 7. Each ATE center provides industry educators with resources they can access after a workshop. 8. One out of three ATE center professional development projects in this study intersects with campus-funded professional development. Understanding how these three ATE centers provide professional development can help inform the professional development practices at newly emerging or already established ATE centers across the nation. This study includes recommendations for future research and implications for practice.

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Brown, Beverlye J. "A study of the nature of faculty professional development in community college learning communities /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091904.

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Kerl, Mary Ann. "Online Professional Development for College Faculty to Support Dyslexic Students| A Multiple Case Study." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975404.

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The topic for this study was online professional development for college composition teachers that may help support dyslexic learners. Two populations samples, both impacted by the problem, were chosen for this qualitative multiple case study. The populations were college composition faculty and college dyslexic learners or graduates. The samples were collected from composition instructors at East Central University in Ada, Oklahoma, and people with dyslexia living in the U.S. The dyslexic participants needed a formal diagnosis of dyslexia and either were in college, or had some college, or graduated from college. Besides two populations, two theories were addressed: the Experiential Learning Theory and the Technology Acceptance Model. The purpose of this study was to explore how online professional development for college composition faculty can build dyslexia awareness and identify writing strategies for college dyslexic students. Four research questions based the study. Three instruments were used: online surveys, modules and a discussion focus group. The participants? responses to the questions resulted in extracting seven themes, after the data was collected, coded and analyzed. Findings showed no faculty participants had training on dyslexia; the five dyslexic participants and about half of the seven faculty participants associated dyslexia with not only reading but also writing problems; and both groups had found some self-regulated writing strategies, showing potential for helping college dyslexic students in an inclusive classroom. Conclusions were online PD programs on college students with dyslexia and writing strategies should be available for college composition faculty. A gap exists in this area. Thus, the researcher recommends study replication, for future research. For practice, the researcher encourages college composition instructors try the writing strategies in this study to hopefully help future college dyslexic learners to learn academic writing.

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Purnell, Jean Alberts. "A developmental conceptualization of the concerns of faculty members in higher education : implications for the design of faculty development programs." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/564.

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This study examined the concerns of faculty members related to their university positions at beginning, middle, and late career stages to determine whether there are distinct differences between the concerns at the three stages. Concerns were identified through a quantitative method involving the use of the Faculty Concerns Checklist (FCCL), a list of 74 concerns assessed by respondents according to a five-point Likert scale from "not concerned" to "extremely concerned." A qualitative method was also used and involved interviews with faculty about work-related concerns and forms of assistance they perceived as helpful. Faculty concerns and responses regarding preferred types of assistance were analyzed to determine how these concerns might be best addressed by faculty assistance and development programs. Relevant data were obtained from 136 (32 early, 57 middle, and 47 late career stage) faculty from three American universities classified as Doctoral/Research Universities-Intensive who responded to the Faculty Concerns Checklist and 18 interviews with faculty. Analysis of the FCCL found that the concerns of faculty were differentiated according to self and task scales but that impact scales were not significantly different. Concerns of all types were highest at the early career stage and lower at later stages, showing evidence of a developmental continuum that was consistent with Erikson's concept of adult development stages and Loevinger's ego developmental levels. Common to all stages were high levels of concern for balancing time between teaching and research and for student learning and growth. Early career stage faculty were greatly concerned about understanding expectations for performance. The study concludes that faculty concerns can be addressed by extended orientation programs that help new faculty learn to allocate time among various workload responsibilities, faculty development programming that focuses on one-on-one attention to the needs of individuals within their classrooms, mentoring programs that encourage formative feedback on performance, and direct supervision that explicitly communicates performance expectations and detailed feedback following performance reviews. Recommendations for additional research include exploration of future uses of the Checklist, advanced age faculty entering the teaching career, faculty views on the vagueness of evaluation criteria, teacher preparation, compensation concerns, and diversity issues.

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Al-Sarrani, Nauaf. "Concerns and professional development needs of science faculty at Taibah university in adopting blended learning." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3887.

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Milliken, Barbara E. "Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1529689150088527.

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Hernandez, Eduardo. "Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2282.

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This case study addresses gaps in the global learning, transformational learning, and professional development literature. Research is lacking on the questions of if and how university faculty members view global learning curricula as transformational learning as a result of professional development and how this transformational learning applies to their teaching of global learning curricula. This study’s purpose is to explore whether university faculty members who have attended global learning professional development workshops perceive global learning as transformational learning and if they do, how they see global learning as transformational, and how this transformational learning informs their teaching. Research questions were answered by using a survey and interview guide developed by the researcher. All faculty members at FIU who have attended a global learning professional development workshop were invited to take the survey to identify faculty members who have had a transformational learning experience related to global learning. Thematic analysis of the survey and interview questions helped describe how faculty members perceived global learning as transformational learning and how faculty members applied this transformational learning to their teaching of global learning curricula. The study found that many university faculty members who have attended a global learning professional development workshop report a resulting transformational learning experience. These university faculty members perceive global learning as individual and collective opportunities and challenges. They apply this transformation to their teaching of global learning curricula through conceptual and individual instructional changes that facilitate and inform systematic awareness and systematic change. This study is significant because how a global learning curricula is viewed by a faculty member affects how it manifests in the curricula, how it is taught, and what students glean from it. How FIU explores this topic could be adopted by other institutions. This study also builds on the work of Dr. Jack Mezirow in transformational learning.

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Foor, Ryan M. "Job Satisfaction of Agricultural Communication, Agricultural Leadership, Agricultural Teacher Education, and Extension Education Faculty." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235501317.

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Sudhaus, Paulo. "Teachers as Learners: Higher Education Faculty Learning to Use Technology for Instruction." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/307024.

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Technology has become an integral part of the educational experience for many students and teachers, and institutions of higher education have invested heavily in its acquisition. Instructors tend to adopt new technologies when they perceive the benefits and usefulness of this implementation for their teaching. To facilitate the adoption process and following use, institutions offer professional development opportunities for their faculty. These opportunities provide the tools, guidance, support, and direction to help instructors understand the technologies and to promote effective learning and instruction with them. The main goal of this study is to explore the learning processes and procedures in which higher education instructors engage to be able to use the technology available to them effectively at their institutions. Two overall questions lead this investigation: 1. How do instructors learn how to use the technology available at their institutions? 2. How do instructors use the available technology in their courses? To address these questions, this dissertation examines important aspects of faculty professional development. Effective technology use should be based on sound educational theory. Chapter 2 explores a specific theoretical framework, cognitivism, examining how it can inform instructional practices when using digital technology in higher education. Chapter 3 elaborates further on andragogical and self-directed learning models as a way to provide the foundation knowledge for the understanding of the adult learner and to inform professional development design and implementation. Support, time, and recognition are important factors that contribute to one's use of technology and they are reflected in the availability of helpful training. Chapter 4 examines instructors' perceptions of the available technical and pedagogical training on the learning management system at a Southwestern university. If further training is required to use the technology, instructors usually need to learn more on their own. Chapter 5 investigates the role of instructor self-direction by analyzing what instructors do to learn more about the technologies after they have attended professional development sessions at a Southwestern community college. In chapter 6, the findings from these studies are discussed and they intend to inform the design, implementation, and delivery of effective faculty professional development programs.

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Alsadoon, Elham A. "The Potential of Implementing Online Professional Training Development for Faculty in the College of Education at King Saud University." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241803186.

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Ros, Vutha. "Progress and constraints on professional development of university academic staff in Cambodia : a case of a university." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209649.

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Professional development is pivotal for academic staff (Akiba, & LeTendre, 2009; Brew, 1995; Day & Sachs, 2004; Kahn & Walsh, 2006; Richards & Farrell, 2005). However, little is known about professional development of the academic staff in Cambodia. To fill this gap, this study aims at investigating the progress and constraints on the Cambodian academic staff’s professional development. This qualitative research study involves semi-structured interviews with eight academic staff, three heads of the department and a vice rector at a university in Cambodia. The study has found that although there are several forms of professional development self-pursued by the academic staff and offered by the university, the academic staff’s professional development is limited. The university fails to provide adequate professional development to the academic staff. Moreover, the academic staff are not actively engaged in professional development. Based on the findings, the study also suggests some recommendations for the university.
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Master of Education

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Olmstead, Alice Rose. "An assessment of professional development for astronomy and physics faculty| Expanding our vision of how to support faculty's learning about teaching." Thesis, University of Maryland, College Park, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10159152.

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In this thesis, we will explore approaches to faculty instructional change in astronomy and physics. We primarily focus on professional development (PD) workshops, which are a central mechanism used within our community to help faculty improve their teaching. Although workshops serve a critical role for promoting more equitable instruction, we rarely assess them through careful consideration of how they engage faculty. To encourage a shift towards more reflective, research-informed PD, we developed the Real-Time Professional Development Observation Tool (R-PDOT), to document the form and focus of faculty's engagement during workshops. We then analyze video-recordings of faculty's interactions during the Physics and Astronomy New Faculty Workshop, focusing on instances where faculty might engage in pedagogical sense-making. Finally, we consider insights gained from our own local, team-based effort to improve a course sequence for astronomy majors. We conclude with recommendations for PD leaders and researchers.

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Sethi, Ahsan. "The impact of postgraduate qualifications in medical education." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/2d54dc4a-5be0-4ec3-9871-0e57b1523c46.

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Due to increasing societal demands, accountability and economic constraints, there has been a paradigm shift in the healthcare culture with a move to formally train medical educators. This has resulted in the professionalisation of medical education, with various development initiatives including postgraduate qualifications. The demand for these qualifications in medical education can be judged by the increase in providers, from 2 to 31 in the UK and from 7 to 124 worldwide over the last two decades. However, detailed information about the influence and effectiveness of such courses remains sparse. This study investigated the impact of postgraduate qualifications in medical education on graduates’ educational identities, practices and career progression. The study design is mixed methods using the explanatory model. The first study comprised of an online survey of graduates from the Centre for Medical Education, Dundee between 2008 and 2012. The data collected were sequentially explored in more depth through semi-structured interviews in the second study. To increase the range and scope of enquiry a third study was carried out, which involved a 10 month follow-up of a new cohort of face-to-face students (2013/14) through the course and to the workplace. The quantitative data were analysed using non-parametric statistics on SPSS 21, and constructivist grounded theory analysis was used for the qualitative data in ATLAS.ti 7. I found that a qualification in medical education enhances theoretical foundations in educational practices, with increased self-efficacy and engagement in scholarly activities. The qualification encourages transformational changes and epistemological development as a teacher, researcher, leader and learner. Many participants attributed their career progression to the qualification. The graduates were able to lead various educational changes in the workplace and they described substantial performance attainments. I also found their work environment and personal factors influenced the impact of these qualifications. A conceptual framework based on an increased understanding of the identity development of healthcare educators was also developed. This is the first study on the long-term effects of a degree-awarding course in medical education on healthcare professionals worldwide. The findings have implications for the educators, course directors, healthcare organisations and professionalisation of the speciality.

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Dissertations / Theses on the topic 'Professional and faculty development'

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