ERIC Number: ED168621
Record Type: RIE
Publication Date: 1979-Apr-8
Reference Count: 0
Faculty Development at the Community College: Who Participates.
Garlock, Victor P.
A dramatic increase in faculty development efforts at Cayuga County Community College (Auburn, New York) followed a change in administration. The three kinds of faculty improvement programs available were: (1) faculty participation projects such as workshops and seminars on professional growth (there were five during 1978); (2) instructional assistance projects in which faculty worked with specialists in areas such as audio-visual media and individualized instruction in a new learning skills center and in the audio-visual center; and (3) traditional practices such as granting sabbatical leaves and course reductions to encourage continued education either by taking university courses or by engaging in on-campus "improvement" projects. In light of the increased development activities, research was conducted to determine who among the faculty were participating. The total number of seminars or workshops participated in by each faculty member was the measure of their involvement. Comparing involvement with student ratings of teacher performance, it was found that those who were already competent participated most frequently. Participation was heaviest among untenured faculty, that is, among those whose job security was threatened. A higher rate of participation was found among department chairpersons, and a slightly higher participation rate among the general faculty as compared to the "skills subject" faculty. (MB)
Descriptors: Attendance Patterns, College Faculty, Community Colleges, Department Heads, Faculty Development, Inservice Teacher Education, Institutional Research, Motivation, Participant Characteristics, School Surveys, Student Evaluation of Teacher Performance, Teacher Effectiveness, Teacher Improvement, Teacher Participation, Teacher Workshops, Two Year Colleges
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, April 8-12, 1979)