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Faculty development framework for th...

Manville, Christine.

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Faculty development framework for the active teacher/learner at the Community College of Rhode Island.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Faculty development framework for the active teacher/learner at the Community College of Rhode Island./
作者:	Manville, Christine.
面頁冊數:	147 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2077.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3136029
ISBN:	049683228X

Faculty development framework for the active teacher/learner at the Community College of Rhode Island.
Manville, Christine.

Faculty development framework for the active teacher/learner at the Community College of Rhode Island. - 147 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2077.

Thesis (Ed.D.)--Johnson & Wales University, 2004.

Active learning approaches to college teaching are recommended in the literature, however seldom are they practiced in college classrooms (Angelo, 2003; Bonwell & Eison, 1991). Research has demonstrated that changes in teaching methods are associated with opportunities for professional development (Boud & Brew, 1996; Weimer, 2002), and studies have suggested that new frameworks for faculty development programs are needed in community colleges (Murray, 1995; 1999; 2000).

ISBN: 049683228XSubjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Faculty development framework for the active teacher/learner at the Community College of Rhode Island.
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500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2077.
500 $a Major Adviser: Cynthia V. L. Ward.
502 $a Thesis (Ed.D.)--Johnson & Wales University, 2004.
520 $a Active learning approaches to college teaching are recommended in the literature, however seldom are they practiced in college classrooms (Angelo, 2003; Bonwell & Eison, 1991). Research has demonstrated that changes in teaching methods are associated with opportunities for professional development (Boud & Brew, 1996; Weimer, 2002), and studies have suggested that new frameworks for faculty development programs are needed in community colleges (Murray, 1995; 1999; 2000).
520 $a This study determined a framework for effective faculty development to promote active teaching/learning at the Community College of Rhode Island (CCRI). Four related areas were explored: the definition of the role of the active teacher/learner; the understanding and use of active learning by full-time faculty in select academic departments; the knowledge, skills, and abilities required to be successful in this role; and the professional needs and interest of faculty transitioning into this role.
520 $a The mixed method applied research study used two data collection methods: a questionnaire administered to an intensity sample of faculty (N = 219) and semi-structured interviews conducted with key CCRI educational leaders (N = 17). Statistical analysis was conducted with questionnaire data from the 94 respondents (43% return rate); interview data were analyzed for themes and patterns. The findings confirmed information found in the literature: lecture is the primary teaching method; the majority of class time is dedicated to lecture; traditional tools, examination and quizzes, are the primary methods used to assess student learning; the majority of faculty and educational leaders cannot provide an accurate definition for active learning; and the majority of faculty perceive themselves to be effective teachers. Three themes emerged relative to faculty development: (1) the importance of college culture and communication, (2) an inhibition toward change embedded in the social system and professional advancement, and (3) the issue of responsibility for learning.
520 $a The findings were used to design a conceptual framework for faculty development to support ongoing active teaching/learning at the Community College of Rhode Island. This framework provides the basis for college leaders to design and to implement suitable professional development activities.
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