Professional Development Experiences for New Faculty Members at a Mid-Sized Community College in East Texas

Autor/in	Moses, Katie
Titel	Professional Development Experiences for New Faculty Members at a Mid-Sized Community College in East Texas
Quelle	(2023), (111 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2813-3
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; College Faculty; Beginning Teachers; Faculty Development; Needs; Teacher Attitudes; Program Effectiveness; Beginning Teacher Induction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Fakultät; Junior teacher; Junglehrer; Grundbedürfnis; Lehrerverhalten
Abstract	New community college faculty have unique needs when it comes to adjusting to their new institution and learning how to better perform their job duties. According to the literature, professional development can help meet the wide range of learning needs of new faculty members, though the delivery and types of professional development offered have varying impacts. This phenomenological qualitative study sought to identify the professional development experiences of new faculty members at a mid-sized community college in East Texas in an effort to create new faculty professional development programming that best meets the needs of the new faculty, students, and institution. The dissertation-in-practice focused on creating campus-specific new faculty professional development programming based on the needs of faculty at the college as determined by the results of the research. Eleven participants from the community college were interviewed, which revealed 18 themes across four research questions presented in the study. New faculty reported appreciating timely and relevant professional development, which directly impacted classroom practices. Clear and consistent communication from professional development providers and their individual campus departments is important in getting new faculty to the appropriate professional development sessions. Additionally, by extending and scheduling new faculty orientation at least one week prior to typical return-to-campus activities, new faculty will have time to gain their bearings and feel more prepared to begin their first semester of teaching at the institution. Finally, the unique and individual needs of new faculty are accommodated by providing each member with the opportunity to create an individualized professional development plan for their first year. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01