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ERIC Number: ED551892
Record Type: Non-Journal
Publication Date: 2012
Pages: 70
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-5858-0
ISSN: N/A
Moving the Needle: The Effect of Faculty Development on Part-Time Teachers at a Technical College
Proeber, Helen R.
ProQuest LLC, D.Ed. Dissertation, Capella University
In the business division of the technical college in which this study occurred, there was a need to change the way part-time faculty prepared course syllabi. The implementation of a professional development workshop that focused on the components and necessity of the syllabus provided the teachers new information they needed to be prepared for the classroom. This research used four instruments to answer the two research questions: (a) does faculty development in the area of syllabus preparation change the quality of syllabus preparation for the part-time faculty at this technical college? (b) How does faculty development prepare the part-time faculty to teach at this technical college? Fifty-seven part-time teachers were invited to join the research and at the end of the data collection phase, the sample size consisted of (N = 6) participants that completed all phases of the research. The research methodology utilized qualitative and quantitative data using counts, percentages of respondents, and the t test for the before and after data derived from the pre-and post-questionnaires and the syllabus pre-and post-assessment. Statistical testing completed on the pre- and post-assessment data found a statistical difference between the two data sets using the t test. Analysis of the pre- and post-questionnaires positively indicated that the training the participants received added value to their syllabus preparation. The intervention findings showed that training does have a positive impact on part-time faculty preparation. This research provides an insight into an opportunity for improvements that could greatly improve the preparedness of its part-time and full-time teachers for the classroom. Finally, it provides an opportunity to build a more inclusive environment for the part-time teachers by providing them with the same training the full-time teachers receive. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A