Faculty Professional Development Needs and Career Advancement at Tribal Colleges and Universities

Autor/inn/en	Al-Asfour, Ahmed; Young, Suzanne
Titel	Faculty Professional Development Needs and Career Advancement at Tribal Colleges and Universities
Quelle	In: Journal of Faculty Development, 31 (2017) 1, S.41-48 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-1900
Schlagwörter	Faculty Development; College Faculty; Tribally Controlled Education; Online Surveys; Teacher Surveys; Teacher Characteristics; Faculty Workload; Teacher Salaries; American Indians; Minority Group Teachers; Barriers; Cultural Awareness; Teacher Attitudes; Teaching Conditions; Adjustment (to Environment) + Suchen Sie Ihr Suchwort? Fakultät; Lehrerbesoldung; Lehrervergütung; American Indian; Indianer; Cultural identity; Kulturelle Identität; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Professional development needs of faculty who are teaching at Tribal Colleges and Universities were examined in this survey research study. The majority of 126 respondents to the online survey reported that they were full-time faculty members, female, not tribal members, and had taught five or less years. Respondents reported that the two greatest challenges were heavy workloads and low salaries. Non-Native American faculty reported greater challenges in learning about Native American culture compared to Native American faculty. Additionally, the most successful faculty development activities noted by respondents were related to accreditation and understanding student culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01