ERIC Number: ED188725
Record Type: Non-Journal
Publication Date: 1980
Reference Count: N/A
A Study of Part-Time Faculty and Recommendations for Faculty Development at Vista College...A Noncampus Community College.
Elioff, Ione H.
A three-part study was conducted to help determine appropriate orientation and in-service activities for the part-time faculty of Vista College, a non-campus college in Berkeley, California. The first part of the study consisted of site visits to three other non-campus colleges. These visits revealed the colleges' commitment to professional development and that they were offering a variety of in-service activities, but that the colleges were experiencing a similar pattern of problems due to the teachers' physical isolation and to lack of funding. The study also included a survey of the in-service materials and resources available and appropriate for part-time faculty, which revealed that those materials designed specifically for part-time instructors focused primarily on policies and procedures and that no materials had been developed for part-time faculty in non-campus colleges. Materials considered useful for Vista faculty were organized in an annotated bibliography. Finally, the study sought to determine the needs and characteristics of Vista's faculty. A survey, which was completed by 299 of the 408 instructors at the college, provided information on their perceptions of the college and their faculty development preferences. The study report includes a review of the literature, the bibliography of staff development materials, and the questionnaire. (Author/AYC)
Descriptors: Annotated Bibliographies, College Faculty, Community Colleges, Faculty College Relationship, Faculty Development, Inservice Teacher Education, Literature Reviews, Noncampus Colleges, Part Time Faculty, Questionnaires, Resource Materials, School Surveys, Teacher Attitudes, Teacher Characteristics, Two Year Colleges
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reference Materials - Bibliographies; Information Analyses
Education Level: N/A
Authoring Institution: N/A