No description available.

No description available.

The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online. / by Stephanie Arsht. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography.

The purpose of this study was to determine whether training had an impact on the information technology attitudes of university faculty. The study was twofold. First, it sought to determine whether training changed attitudes toward information technology among faculty at a small, liberal arts university. Secondly, a group of faculty at a similar university was used to compare the differences in attitudes toward information technology among faculty who had received training and those who had not. The research population consisted of 218 faculty from these two universities. The literature review focused on obstacles to information technology use by faculty, instruments currently available for measuring faculty attitude, methods used in training faculty to use information technology, and integration of information technology by faculty.

This thesis was an attempt to better understand what it would take for faculty development decision makers to promote faculty vitality more effectively in British Columbia community colleges. First, it was necessary to examine governmental expectations and objectives for the entire system. Next, a review of the complex terminology used to describe multiple aspects of faculty development was presented. This was followed by an extensive review of the literature on the subject, going back to its early development through to the year 1992. This review revealed the existence of considerable diversity throughout the field. In an effort to somewhat rationalize what faculty development pursuits had come to, a comprehensive model was developed and put to the test with a sampling of decision makers employed at two-year institutions. The model served as a base for the development of an integrated questionnaire which featured an elaborated checklist of potential faculty development activities. Respondents were asked to provide strategic as well as operational information as it related to the developmental needs of regular full-time faculty members. The study's inductive findings supported the model well, enabling an analysis of its implications regarding theory, research, and practice.

M.Ed. (Education) / Lecturers at technical colleges mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. As the educational profession has no formal and compulsory induction into the profession, beginner lecturers are put directly into class and are expected to teach. Although these lecturers have the required subject knowledge, they definitely lack the necessary didactical skills or methodology of education. Due to "swim-or-sink" attitude, beginner lecturers experience unique problems that place them under tremendous pressure and stress. The aim of this study was focused on the grounding of guidelines that could be used in designing an induction programme for beginner lecturers at a technical college. The methods used in grounding these guidelines for induction at a technical college were: * a relevant study of literature that was conducted into three induction programmes used in various sectors of the industry, to enquire more knowledge with regard to the design and function of these programmes; a literature and empirical study of the experienced needs and problems of beginner lectures when entering the teaching profession. A qualitative research approach was used to conduct a study in which the needs and problems of beginner lecturers in a specific technical college were identified by means of structured interviews. The lecturers that participated in this inquiry were asked to describe their experiences related to their needs and problems when they entered the teaching profession. From the analysed data the following needs and problems were identified:...

This thesis was an attempt to better understand what it would take for faculty development decision makers to promote faculty vitality more effectively in British Columbia community colleges. First, it was necessary to examine governmental expectations and objectives for the entire system. Next, a review of the complex terminology used to describe multiple aspects of faculty development was presented. This was followed by an extensive review of the literature on the subject, going back to its early development through to the year 1992. This review revealed the existence of considerable diversity throughout the field. In an effort to somewhat rationalize what faculty development pursuits had come to, a comprehensive model was developed and put to the test with a sampling of decision makers employed at two-year institutions. The model served as a base for the development of an integrated questionnaire which featured an elaborated checklist of potential faculty development activities. Respondents were asked to provide strategic as well as operational information as it related to the developmental needs of regular full-time faculty members. The study's inductive findings supported the model well, enabling an analysis of its implications regarding theory, research, and practice. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

M.Ed. / Please refer to full text to view abstract

The purpose of this study is to describe the perceptions of faculty development programs by two groups of full-time community college faculty members—arts and sciences instructors and vocational-technical instructors. To guide the development of this study, the following research questions were formulated. 1. Do organized faculty development programs have the same impression on the arts and sciences faculty members as on the vocational-technical members? 2. What specific effects do these faculty members believe that faculty development programs have had on instructional strategies, related faculty activities and professional attitudes? 3. To what extent do these faculty members perceive that the faculty development program is related to the reward system? 4. To what degree do faculty members perceive that institutional or departmental innovations have resulted from faculty development programs. What types of innovations have occurred, and what types should occur?

This ethnographic study explores the nature of the conversations between two colleagues, a more experienced and a less experienced university professor, during the planning sessions, class meetings, and debriefings of a reading assessment course. The study describes what happened during the planning sessions and class debriefings of the more experienced professor, and how the conversations between the two colleagues assisted them in further developing their teaching. Case study methods (Bogdan & Biklen, 1982; Merriam, 1988) were used to conduct and analyze the study. The data included field notes, course documents, and transcriptions of the audio taped planning sessions, class meetings, and debriefings. / Ed. D.