scholarly journals Lived Experiences of New Faculty: Nine Stages of Development Toward Learner-Centered Practice

2018 ◽  
Vol 18 (3) ◽  
Author(s):  
Jill O'Shea Lane
Keyword(s):  
Community College ◽  
Faculty Development ◽  
Community College Faculty ◽  
Development Program ◽  
Phenomenological Approach ◽  
College Faculty ◽  
Faculty Development Program ◽  
New Faculty ◽  
Faculty Preparation ◽  
Learner Centered

Community college faculty development programs need to be designed to help faculty move beyond content experience and become learner-centered instructors.  The purpose of this qualitative study with a hermeneutic phenomenological approach was to explore the experiences of new faculty participating in a systematic dialogue about learner-centered instruction in a community college setting.  Specifically, this research project was designed to answer the following question:  How do new faculty experience participation in a semester-long faculty development program focused on learner-centered instruction? Interviews with faculty experiencing a learner-centered training program revealed common themes as well as nine stages of faculty development related to moving toward a learner-centered approach to teaching. Keywords: community college faculty preparation, learner-centered instruction, professional development for faculty, barriers to learner-centered instruction.

Blending in the Bronx: The Dimensions of Hybrid Course Development at Bronx Community College

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Howard Wach ◽  
Laura Broughton ◽  
Stephen Powers
Keyword(s):  
Community College ◽  
Instructional Technology ◽  
Faculty Development ◽  
Peer Mentoring ◽  
Development Program ◽  
Course Development ◽  
Faculty Development Program ◽  
Hybrid Course ◽  
Blended Courses

To support the growth of its blended courses, Bronx Community College (BCC) initated a faculty development program. This paper describes the program including Workshop Activities, Peer Mentoring, Instructional Technology Tutors, and Documentation and Assessment.

scholarly journals Measuring institutional transformation: a multifaceted assessment of a new faculty development program

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David E. Favre ◽  
Dorothe Bach ◽  
Lindsay B. Wheeler
Keyword(s):  
Faculty Development ◽  
Teaching Practices ◽  
Course Design ◽  
Development Program ◽  
Data Sources ◽  
Future Research ◽  
Faculty Development Program ◽  
New Faculty ◽  
Content Type ◽  
Teacher Professional Knowledge

PurposeThis study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.Design/methodology/approachThis study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.FindingsFindings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.Research limitations/implicationsDue to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.Originality/valueThis study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.

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