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Faculty Perceptions Of Effectiveness And Impact Of Professional Development For Teaching, Research, And Service, Claudia Vela
Faculty Perceptions Of Effectiveness And Impact Of Professional Development For Teaching, Research, And Service, Claudia Vela
Theses and Dissertations
The purpose of this explanatory mixed methods study was to examine faculty perceptions of effectiveness and impact of professional development for teaching, research, and service in a higher education institution in South Texas. This study provided quantitative and qualitative data from 165 faculty members from a Hispanic Serving Institution in South Texas. Participants in this research consisted of tenured 56.9% (n = 95) and tenure-track 41.1% (n = 69) faculty members who taught in different departments in the colleges of Health Affairs, Sciences, Liberal Arts, Engineering and Computer Sciences, Business and Entrepreneurship, and Education and P-16 Integration. The …
Re-Imagining A Learning Program For New Faculty: An Opportunity To Enhance Institutional Capacity, Carol A. Appleby
Re-Imagining A Learning Program For New Faculty: An Opportunity To Enhance Institutional Capacity, Carol A. Appleby
The Dissertation-in-Practice at Western University
This case study of one Ontario, mid-sized community college explores collaborative leadership processes and practices to shift the structure and conceptualization of a learning program for newly hired faculty members from a prescribed, linear model to a self-directed, multi-modal program. Examining organizational structure, institutional culture, adult learning theory, and systems thinking, the question, how can a professional development program best support new faculty in their teaching practice and new role, is addressed. The Change Path Model, grassroots and relational leadership practices are strategies utilized to guide the process for change. A distributed leadership approach is advocated to share decision making, …
Analyzing The Effect Of Individual Factors And Organizational Context On Faculty Participation In Online Teaching, Deborah F. Miller
Analyzing The Effect Of Individual Factors And Organizational Context On Faculty Participation In Online Teaching, Deborah F. Miller
Deb Miller
This quantitative study analyzed the influence of individual factors and institutional context on faculty participation in online teaching at public higher education institutions in the United States. Through an ex post facto design, cause and effect relationships were explored using statistical analysis of a large national data set. Variables in the data set directly related to the areas of interest in this study included interest in teaching, student-centered pedagogy, autonomy and control, instructional support, and institutional climate. Factors related to interest in teaching and institutional reward were statistically significant (p