Despite California community college counseling faculty having unique roles on their campuses due to their faculty status and their proximity to students, there is a lack of research related to the experiences of counseling faculty and how they can be supported by local and statewide leaders to best meet the needs of the diverse student populations that are currently being served within the California community college system. This qualitative research study utilized narrative inquiry to examine the current onboarding and mentoring experiences of California community college counseling faculty to evaluate both best practices as well as institutional gaps that negatively impact counseling faculty and the students they serve. Utilizing Bronfenbrenner’s (1979) ecological systems theory as a framework, this study intentionally centered counseling faculty development while examining three main questions: (a) how do the onboarding and mentoring of community college counseling faculty reflect an institution's support of diverse student populations, (b) what policies and practices exist, from the counseling faculty perspective, that effectively support the onboarding and mentoring of counseling faculty, and (c) how can an ecological framework assist in identifying recommendations on what supports for counseling faculty are necessary for institutions to be successful in their mission to support diverse students? Five counseling faculty were selected as participants, who provided data through journal responses, artifact submission, and narrative inquiry interviews. Findings indicated that a primary challenge for new counseling faculty was the need to “freeway fly” while working at multiple campuses part-time, leading to inconsistent onboarding support, increased stress, and a lack of sense of belonging on campus. Additionally, onboarding opportunities that intentionally combined technical training with cultural competencies were considered most valuable. Finally, informal mentoring was seen as a key component of onboarding as faculty sought out relationships that helped fill institutional gaps in professional development. The findings point to the need for a reimagined approach to onboarding and mentoring counseling faculty in ways that center faculty perspectives to better align with California’s mission to support the diverse needs of community college students.

The substantial growth of online education has increased the demand for faculty who possess online teaching skills. Many institutions of higher learning offer training programs to teach faculty ways to facilitate online learning. However, the literature on online educations lacked studies demonstrating how those who complete training programs apply their newly acquired knowledge and skills. The purpose of this study was to investigate how online faculty apply the training principles and strategies learned in an online faculty-training program and how students perceive teaching effectiveness. Using a case study approach and collecting and analyzing quantitative and qualitative data determined the: (a) frequency with which faculty applied effective teaching practices learned in an online education training program; (b) barriers to using effective teaching practices in online teaching after completion of an online faculty-training program; and (c) perceptions of online students concerning faculty teaching effectiveness. The researcher used the Instructional Practices Inventory (IPI) to collect information from faculty concerning their online teaching strategies, including frequency and ease of use and proficiency of application. The researcher employed the Student Evaluation of Online Teaching Effectiveness survey (SEOTE) to determine student perception of teaching effectiveness. Data included follow-up faculty interviews, the IPI, and the SEOTE responses to create an in-depth investigation of the application of the strategies learned in the online faculty-training program. The IPI faculty survey identified the frequency of use, the ease of use, and level of proficiency of instructional strategies using the Seven Principles of Good Practice. Faculty tended to use principles that related to the online course they taught and identified time constraints as a major barrier to incorporating some of the instructional strategies. Means for instructional strategies were generally higher on ease of use and level of proficiency than they were on frequency of use. Follow-up faculty telephone interview confirmed this finding. The SEOTE results determined student perception of faculty use of the Seven Principles of Good Practice. Principle 3, active learning, ranked highest and Principle 2, cooperation among students, ranked lowest. Due to the small sample size, the finding of this study should not be generalized to other institutions.

Résumé: INTRODUCTION Si les cliniciens enseignants détectent aisément les difficultés des apprenants, ils sont souvent peu outillés pour les étapes subséquentes, du diagnostic à la remédiation. Quoique des outils aient été développés pour les guider face aux difficultés de raisonnement clinique de leurs apprenants, ces outils peuvent être moins familiers des cliniciens et moins adaptés à des contextes de supervision ponctuelle et de soins aigus comme l’urgence. Nous avons donc développé une application algorithmique, à partir de la taxonomie d’Audétat et al. (2010), pour guider les cliniciens enseignants juste-à-temps face aux difficultés de raisonnement clinique. MÉTHODOLOGIE Une étude descriptive interprétative a été réalisée afin d’évaluer l’utilité, l’acceptabilité et la faisabilité d’utiliser cette application à l’urgence. Des entrevues semi-dirigées ont été menées auprès d’un échantillon de convenance de douze urgentistes, avant et après une période d’essai de l’outil de trois mois. RÉSULTATS L’application a été perçue comme particulièrement utile pour préciser les difficultés de raisonnement clinique des apprenants. Utiliser l’outil a été considérée acceptable et faisable en contexte d’urgence, en particulier grâce au format mobile. DISCUSSION Ces résultats suggèrent que l’outil peut être considéré utile pour faciliter l’identification des difficultés des apprenants, mais aussi pour offrir un soutien professoral accessible. Le format mobile et algorithmique semble avoir été un facteur facilitant, ce format étant déjà utilisé par les cliniciens pour consulter ponctuellement de l’information lors de la résolution de problèmes cliniques. CONCLUSION L’étude a démontré globalement une bonne utilité, acceptabilité et faisabilité de l’outil dans un contexte de supervision ponctuelle en soins aigus, ce qui soutient son utilisation par les cliniciens enseignants dans ce contexte. L’étude corrobore également l’intérêt d’un format mobile et algorithmique pour favoriser le transfert de connaissances en pédagogie médicale. / Abstract: INTRODUCTION While clinical teachers generally identify problem learners readily, they often find themselves ill-equipped for the following steps, from diagnosis to remediation. Although various tools have been developed to guide them when dealing with problem learners whose difficulties are based in their clinical reasoning, theses tools might be less familiar for clinicians and less well adapted for certain supervision contexts, like the emergency ward, which is characterized by occasional supervision and acute care. Thus we have developed an algorithmic mobile application, based on Audetat et al.’s taxonomy (2010), in order to guide clinicians just-in-time when supervising learners with clinical reasoning difficulties. METHODOLOGY We conducted an interpretive description study with the aim of evaluating the perceived utility, acceptability and feasibility of using this application in the emergency. Semi-structured interviews took place before and after a three-month trial with the tool, with twelve emergency physicians recruited through voluntary sampling. RESULTS The application was considered to be particularly useful to better identify learners’ clinical reasoning difficulties. Consulting this tool in an emergency context was deemed acceptable and feasible by participants, largely due to the mobile format. DISCUSSION These findings suggest that the tool may be considered useful to better identify learners’ difficulties, but also as an accessible reference for clinical teachers. The mobile and algorithmic format seemed instrumental promoting its use, since such formats are already used frequently by clinicians to access information when solving clinical problems. CONCLUSION This study has shown promising results in terms of utility, acceptability and feasibility in a context of occasional supervision and acute care, which support use of the application by clinical teachers in such contexts. This study also suggests that mobile and algorithmic formats may be of value for knowledge transfer in medical education.

The purpose of this quantitative study was to determine the current state of community college faculty development program evaluation and identify possible influences on evaluation practices. Data from 184 survey responses and the Integrated Postsecondary Education Data System (IPEDS) were analyzed to answer three research questions. Multiple regression was used to determine if a relationship existed between the dependent/outcome variable (evaluation utilization score) and the independent/predictor variable (accrediting agency affiliation: MSCHE, NEASC, NCA, NWCCU, SACS, and WASC) and/or control variables (institution locale, student FTE, expenses per student FTE, percent spent on instruction, and percent of full-time faculty). Results were not statistically significant, F (12, 163) = 1.176, p = .305. The mean evaluation scores were similar for all six accrediting agencies ranging from 60-69. The rural variable was statistically significant with p = .003 and alpha = .05, but it only accounted for 3.6% of the variance explained. Logistic regression was used to determine if a relationship existed between the dependent/outcome variable (use of evaluation) and the above-specified independent/predictor variable and/or control variables for six faculty development program activities. Results revealed that significant predictor variables for the use of evaluation vary based on the faculty development program activity. Statistically significant predictors were identified for two of the six activities. The percent spent on instruction variable was statistically significant for financial support for attending professional conferences (p = .02; alpha = .05). The NCA affiliation and student FTE variables were statistically significant for orientation for new faculty (p = .007; alpha = .05 and p = .027; alpha = .05 respectively). The analysis of the evaluation methods was conducted using descriptive statistics and frequencies. The most frequently used evaluation methods were questionnaire and verbal feedback. NCA was identified as having the greatest number of institutions using the most frequently used evaluation methods for four of the activities. SACS was identified as having the largest number of institutions using the greatest number of evaluation methods for five of the activities. It was discovered that accrediting agencies with policies regarding faculty development program evaluation practices were not more likely to have higher evaluation utilization scores or utilize evaluation methods more frequently than accrediting agencies without such policies. The study revealed that among community college faculty development programs evaluation practice similarities were more prevalent than differences regardless of accrediting agency affiliation. As a result of this discovery, future research should extend beyond the accrediting agency affiliation emphasis and explore additional influences on institutional decision making processes regarding community college faculty development program evaluation practices.

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors’ perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students’ academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors’ pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors’ instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the ‘SCALE-UP model’ participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors’ pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors’ contributions to advance scholarship of teaching and learning.

The purpose of this doctoral thesis research study was first to investigate the needs for a faculty development program in Middle East Technical University (METU). Later, in the second phase, models that explained the linear structural relationships among factors that might be influential on faculty&amp / #146 / s perceived competencies about the skills necessary for the instructional practices, personal, professional and organizational developments were proposed and compared. In this study, a questionnaire considering different aspects of faculty developments were sent to all of the academicians in METU. After collecting data from faculty members and research assistants, they were analyzed both descriptively and using principal component factor analysis. Based on the results of factor analysis, linear structural relations models fitting the data were generated through LISREL-SIMPLIS computer program runs. The descriptive results indicated that there was a feeling for need to improve the faculty&#039 / s self-proficiency in different instructional issues. On the other hand, both descriptive results and LISREL modeling results indicated that faculty members and research assistants show different characteristics based on their needs and factors affecting their self-proficiencies. These aspects will lead us to prepare different faculty development programs based on their needs and priorities. The result for both faculty members and research assistants showed that in a faculty, instructional self-proficiency cannot be considered as a single absolute parameter. Rather, it should be considered as several interrelated parameters connected to different aspects of faculty&#039 / s proficiencies.

After the collapse of the Soviet Union in the early 1990's Kazakhstan experienced a socio-economic transition from a socialist economy to a free market economy and was challenged with building a newly independent state. In pursuit of fulfilling strategic nationwide tasks, the government undertook multidimensional measures in all spheres. However, in order to implement such profound changes and keep up with globalization, the newly independent state found itself in a position where there was a burning need for a serious update in knowledge and skills in all fields. In light of the National State Conception of Education Development of 2005 (NSCED), higher education in Kazakhstan is viewed as the most fundamental liaison between academia, research and innovation in industry and business of the country. Integration of these three components represents the concept of a national innovation system that will allow Kazakhstan to establish successfully its own competitive advantage in the global arena. Therefore, the higher education faculty of Kazakhstan becomes the driving force in fulfilling such grand tasks as relating research to practice, as well as increasing the knowledge, skills, and capacities of young specialists and researchers for a future sustainable society. In other words, there is a need to determine the current status of higher education faculty development which may then serve as a basis for a comprehensive approach and enable the compliance process with the Bologna international standards of education to be expedited. For the purpose of this study, a qualitative research methodology was used whereby the researcher was the primary research tool who interviewed 20 faculty members and university administrators from two large universities of national status in Kazakhstan. The data collection tools employed were semi-structured interviews, observations, and document analysis and field notes. Since the nature of this phenomenological study is exploratory and descriptive, it was considered holistically and based on interpretation and analysis of all study participants combined. Moreover, the phenomenon under study is complex due to a dynamic interaction and interdependence of multiple HRD levels; and consequently, it was viewed through the contexts of international relationships, the country's broad societal transformations, and its organizational and individual levels. The research findings indicate that there is no systematic and consistent approach to faculty development in the area of higher education in Kazakhstan. The majority of current faculty development and any professional development activities tend to have a spontaneous character without implementation of a thorough faculty needs task analysis or performance evaluation. The faculty as social subjects with different socio-cultural identities is currently in the process of constructing a new academic identity based on updated social values, beliefs, mentality and work styles. In the case of successfully updating professional expertise and higher education policy implementation, the faculty will constitute a group of highly educated experts and professionals who are capable of providing the younger generation with a high quality education according to international standards and conducting intensive research that will connect the theory and practice through real applications in various industries.

Over the past decade over 600M in funding has been devoted to bringing about reform in science education, but little is known about who is implementing reform, the extent of reform implementation and how educational contexts differentially impact reform innovations. This dissertation explores the results of the Multi-Initiative Dissemination Project (MID Project), a national curriculum reform program that was designed to propagate reform pedagogy among undergraduate chemistry faculty in faculty development workshops. We analyzed data from surveys, in-class observations and faculty interviews to explore the relationships between the participant faculty demographic features and their pedagogy and teaching philosophy before and following exposure to the workshops. We found interesting demographic characteristics that distinguish the participant faculty from the academic chemistry faculty responding to the ACS 2000 census. Also, our study uncovered relationships between the participants' demographic features and their conceptions of teaching and practices that may mediate the impact of pedagogical interventions such as curriculum reform workshops. This dissertation describes these relationships and their implications for policies supporting reform efforts

Professors need alternative programs to support their online teaching. This dissertation reports an initial study in a long-term research agenda for developing a faculty online teaching solution. The primary purpose of the study is to explore faculty perceptions of a case library to help decision makers and researchers determine whether they would pursue the use of such a tool to support faculty online teaching. The secondary purpose of the study is to generate design knowledge to inform future development of and research on this or similar case libraries. The methodology of this study includes three components: development research, rapid prototyping, and qualitative methods. Development research and rapid prototyping provided a three-stage framework for this study: conceptualization, development, and research. I synthesized the literature to create conceptual models of an Online Teaching Case Library (OTCL) at the conceptualization stage, built a prototype to implement the models at the development stage, and conducted research to evaluate the prototype at the research stage. Qualitative methods guided data gathering and analysis. I recruited seven faculty participants based on a purposeful sampling technique. To gather the data, I followed a three-step data collection process: initial interviews, contextual interviews, and final interviews. This process allowed me to observe and interview faculty participants while they were exploring the prototype. I analyzed the data by following an 11-step procedure synthesized from the works of Miles and Huberman (1994) as well as LeCompte and Schensul (1999a). This study found that on one hand, faculty members might use an OTCL, because they perceived that this tool could support their apprenticeship approach to learning to teach. On the other hand, however, their perceived decision to use an OTCL would also be influenced by the perceptions of the usefulness and usability of the tool. The study identified the initial evidence supporting an OTCL as an online teaching resource and the challenges involved in developing and implementing such a solution. It provides a base for decision makers to determine whether they would adopt this tool. It also offers some design guidance for those who do want to pursue this solution to faculty development.

Health science faculty striving to be academically competitive can adopt debriefing after simulation-based activities to help transition occupational therapy and physical therapy students from classroom skills to clinical competence. The purpose of this qualitative study was to discover the perceptions and experiences of health science faculty during and after their adoption of debriefing after simulation-based activities. The theory of diffusion and experiential learning theory were used as a conceptual framework. The research questions related to the perceptions and experiences of faculty from their training sessions and implementing debriefing sessions after simulation-based activities in their courses and how these experiences related to their adoption of debriefing. A university-wide e-mail was used to recruit participants. Twelve participants who met the selection criteria of current employee, received debriefing training, and utilized debriefing in their courses volunteered. Virtual interviews, memo notes, and reflexive journaling were collected, analyzed, and coded to identify themes. The faculty's perceptions and experiences of learning were initially critical and skeptical; for trialing, faculty were nervous and awkward; for adopting and experimenting, faculty were curious to learn different techniques; and for overall perceptions, faculty felt debriefing was a valuable teaching style that increased student learning and performance. This study helps fill the gap and contributes to positive social change in health science academia by providing insights to innovative teaching strategies that promote improved clinical competence in health science students.