Understanding Faculty [electronic resource] : A Step toward Improving Professional Development Programs / Rozana Carducci.
This digest, drawn from the summer 2002 issue of the New Directions for Community Colleges journal, summarizes research findings on the similarities and differences among college faculty groups and concludes with a discussion of how this information can be used to increase the relevance and effectiv...
Saved in:
| Online Access: |
Full Text (via ERIC) |
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| Main Author: | |
| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Los Angeles, CA :
ERIC Clearinghouse for Community Colleges,
2002.
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| Series: | ERIC digest.
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| Subjects: |
MARC
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| 245 | 1 | 0 | |a Understanding Faculty |h [electronic resource] : |b A Step toward Improving Professional Development Programs / |c Rozana Carducci. |
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| 500 | |a Also distributed on microfiche by U.S. GPO under edition 1.310/2:477910. | ||
| 520 | |a This digest, drawn from the summer 2002 issue of the New Directions for Community Colleges journal, summarizes research findings on the similarities and differences among college faculty groups and concludes with a discussion of how this information can be used to increase the relevance and effectiveness of faculty development issues. Huber (2002) notes that 31% of all higher education faculty are community college faculty, and they teach 39% of all higher education students. According to the National Center for Educational Statistics, in 1995, 65% of two-year college faculty were part-time. Analyses of data collected in two national studies reveal that part-time and full-time faculty share a number of characteristics. Nevertheless, Schuetz (2002) and Leslie and Gappa (2002) uncovered several noteworthy distinctions. Part-time faculty were less likely than full-time faculty to have revised a course syllabus in the last three years (88% vs. 97%), prepared a multimedia presentation for class (42% vs. 53%), or co-taught a class with someone from outside their department (15% vs. 24%). Schuetz (2002) identified other differences, including that full-time faculty are more likely to have joined disciplinary organizations (52% vs. 32%). An examination of instructional strategies and participation in community college faculty development reveals other similarities and differences between the groups. (NB) | ||
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