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International Journal of Education & Applied Sciences Research

FACULTY PERCEPTIONS OF PROFESSIONAL DEVELOPMENT ACTIVITIES

Kermelle D. Hensley, Komanduri S. Murty

1 Kermelle D. Hensley, , 2 Komanduri S. Murty

1 Special Assistant to the Provost & Executive Director, Strategic Academic Partnerships Fort Valley State University 1005 State University Dr. Fort Valley, GA 31030, USA

2 Alma Jones Professor of Social Justice Department of Behavioral and Social Sciences Fort Valley State University 1005 State University Dr. Fort Valley, GA 31030, USA ORCID: 0000-0003-2402-3285

DOI : https://doi.org/10.53882/IJEASR.2024.1102002 Page No : 15-27

Published Online : 2024-11-05

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Aim of the Study: This qualitative study aims to examine technical college faculty members' perceptions of the professional development activities.

Design/Methodology: The study data were gathered through online survey from eight voluntary faculty participants from ABC Technical College, located in the state of Georgia..

Findings: The results indicate that study participants desired professional development, found the activities to be helpful in improving their instructional strategies, and expressed the need for follow up on activities conducted.

Practical Implications: Faculty development is important in technical colleges to improve teaching quality, student engagement, and above all to meet accreditation standardsand licensure regulations. It is hoped that the findings of this study would draw the attention of all those who are dedicated to improving professional development of faculty in higher education in general, and of those concerned with technical colleges in particular.

Originality/value: The strength of this study lies in the shortage of literature in the area of technical college faculty as the extant literature focused largely on four-year colleges and universities.

Keywords: Technical Colleges, Faculty Perceptions, Professional Development, Instructional Strategies.

Paper type: Research paper

REFERENCES

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Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass. Retrieved From: https://www.scirp.org/reference/referencespapers?referenceid=198494
Bell, B. & Federman, J. (2013). E-Learning in Postsecondary Education. The Future of Children, 23, 165-185. DOI: https://doi.org/10.2307/23409493.
Betts, K. (2014). Factors influencing faculty participation & retention in online & blended education. Online Journal of Distance Learning Administration, 17(1). Retrieved From: http://www.westga.edu/~distance/ojdla/spring171/betts171.html
Bonsu, P., Bowman, N., Francis, C. D., Larsen, E., & Polar, R. (2013). Career and technical education teacher licensure requirements: 50 States and the District of Columbia.
Chicago, IL: American Institutes for Research. Retrieved From: https://careertech.org/wp-content/uploads/2023/01/CTE_Policy_Scan_Requirements_Licensure2013.pdf
Burns, J. Z. (2008). Informal learning and transfer of learning: How new trade and industrial teachers perceive their professional grown and development. Journal of Career and Technical Education, 33(1), 3-24. DOI: https://doi.org/10.5328/CTER33.1.3
Carnevale, A. & Hanson, A. (2015). Learn& Earn: Career pathways for youth in the 21st century. E-Journal of International and Comparative Labour Studies, 4(1), Retrieved From: https://ejcls.adapt.it/index.php/ejcls_adapt/article/view/253
Cauthen, L., & Halpin, J. (2012). The Blended and Virtual Learning Frontier Special Report. Retrieved From: https://www.asacharterschools.org/wp-content/uploads/2022/03/Blended_Virtual_Learning_Frontier_Special_Report.pdf
Cho, M.-H., & Rathbun, G. (2013). Implementing teacher-centered online teacher professional development (oTPD) programme in higher education: A case study. Innovations in Education and Teaching International, 50, 144–156. Retrieved From: https://eric.ed.gov/?id=EJ1011122
Choy, S., Billett, S., & Kelly, A., (2013). Engaging in continuing education and training: Learning preferences of worker-learners in the health and community services industry. Australian Journal of Adult Learning, 53(1), 72–94. Retrieved From: https://ajal.net.au/engaging-in-continuing-education-and-training-learning-preferences-of-worker-learners-in-the-health-and-community-services-industry/
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Conrad, D. (2004). University instructors’ reflections on their first online teaching experiences. Journal of Asynchronous Learning Network 8(2). DOI: http://dx.doi.org/10.24059/olj.v8i2.1826
Cowham, T., & Duggleby, J. (2005). Pedagogy and quality assurance in the development of online learning for online instructors. Journal of Asynchronous Learning Networks, 9(4), 15-27.
Dailey-Hebert, Mandernach, B. J., Donnelli-Sallee, E., & Norris, V. R. (2014). Expectations, motivations, and barriers to professional development. Perspectives from adjunct instructors teaching online. Journal of Faculty Development, 28(1), 67-82. Retrieved From: https://eric.ed.gov/?id=EJ1034387
De Aquino, C. T. E., Robertson, R. W., Allen, P., & Withey, P. (2017). A global learning centered approach to higher education: Workplace development in the 21st century. RevistaTecnología, Ciencia y Educación, (6). Retrieved From: https://dialnet.unirioja.es/servlet/articulo?codigo=6159663
Elliott, M., Rhoades, N., Jackson, C. M., & Mandernach, B. J. (2015). Professional development: Designing initiatives to meet the needs of online faculty. Journal of Educators Online, 12(1), 1-10. Retrieved From: https://files.eric.ed.gov/fulltext/EJ1051031.pdf
Elliott, R. W., & Oliver, D. E. (2016). Linking faculty development to community college student achievement: A mixed methods approach. Community College Journal of Research and Practice, 40(2), 85-99. Retrieved From: https://eric.ed.gov/?id=EJ1084166
Erickson, A., Noonan, P., Brussow, J., & Carter, K. (2016). Measuring the quality of professional development training. Professional Development in Education, 43(4), 685-688. DOI: http://dx.doi.org/10.1080/19415257.2016.1179665
Evers, A., Van De Heijden, B., & Krelins, K. (2016). Organizational and task factors influencing teachers’ professional development at work. European Journal of Training and Development, 40, 36-55. DOI: http://dx.doi.org/10.1108/EJTD-03-2015-0023
Finlay, S. S. (2005). Faculty development practices at Florida's public community colleges: Perceptions of academic administrators, faculty development practitioners, and full-time faculty members. (Unpublished doctoral dissertation). University of South Florida, Tampa, FL. Retrieved From: https://digitalcommons.usf.edu/etd/2881/
Fish, W. W., & Wickersham, L. E. (2009). Best practices for online instructors: Reminders. The Quarterly Review of Distance Education, 10(3), 279-284. Retrieved From: https://www.learntechlib.org/p/106758/
Gardiner, L. (2000). Faculty development in higher education. The National Academy for Academic Leadership. New Brunswick, NJ: Rutgers University.
Gast. I., Schildkamp, K., & van der Veen, J. (2017). Team based professional Development interventions in higher education: A systematic review. Review of Educational Research, 8(4), 736-767. DOI: https://doi.org/10.3102/0034654317704306
Georgia Professional Standards Commission. (2017). 505-2.16 Certification by state- approved programs. Retrieved from http://www.gapsc.com/Rules/Current/Certification/505-2-.016.pdf.
Gossman, P. (2008). Teaching development--Experience and philosophy. (Using the three Rs). Teacher Education Quarterly, 35(2), 155-169. Retrieved From: https://www.jstor.org/stable/23479229
Johri, A., & Olds, B. (2014, February 10). Cambridge Handbook of Engineering Education Research. Cambridge University Press. DOI: https://doi.org/10.1017/cbo9781139013451
Hoekstra, A., & Newton, P. (2016). Leading teaching excellence in vocational and professional education. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC. Retrieved From: https://www.researchgate.net/publication/299503511_Leading_Teaching_Excellence_in_Vocational_and_Professional_Education
Hu, S., McCormick, A. C., & Gonyea, R. M. (2012). Examining the relationship between student learning and persistence. Innovative Higher Education, 37, 387–395. Retrieved From: https://eric.ed.gov/?id=EJ982735
King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39, 283-297. DOI: https://doi.org/10.1016/S0360-1315(02)00073-8
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Prentice Hall/Cambridge. Retrieved From: https://www.scirp.org/reference/referencespapers?referenceid=2303118
Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning? Internet and Higher Education, 15(4), 247-254. DOI: https://doi.org/10.1016/j.iheduc.2011.12.002
Lackey, K. (2011). Faculty development: An analysis of current and effective training strategies for preparing faculty to teach online. Online Journal of Distance Learning Administration, 14(5), 1-10. Retrieved From: https://eric.ed.gov/?id=EJ960594
Latz, A. O., & Mulvihill, T. M. (2011). The community college faculty development matrix: A conceptual model for inquiry and understanding. Journal of Applied Research in the Community College, 19(1), 19-29. Retrieved From: https://www.ingentaconnect.com/content/montezuma/jarcc/2011/00000019/00000001/art00003
Lăzăroiu, G. (2015). Work motivation and organizational behavior. Contemporary Readings in Law and Social Justice, 2, 66-75. Retrieved From: https://addletonacademicpublishers.com/contents-crlsj/308-volume-7-2-2015/2657-work-motivation-and-organizational-behavior
McKee, C. W., & Tew, W. M. (2013). Setting the stage for teaching and learning in American higher education: Making the case for faculty development. New Directions for Teaching and Learning, 2013(133), 3–14. Retrieved From: https://www.learntechlib.org/p/114188/
McQuiggan, C. A. (2007). The role of faculty development in online teaching’s potential to question teaching beliefs and assumptions. Online Journal of Distance Learning Administration, 10(3) 1-13. Retrieved From: https://eric.ed.gov/?id=EJ1065614
Meyer, K. A. (2014). An analysis of the research on faculty development for online Teaching and identification of new directions. Journal of Asynchronous Learning Networks, 17(4), 93- 112. DOI: http://dx.doi.org/10.24059/olj.v17i4.320
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Nussbaum-Beach, S. (2010). How do you measure the effectiveness of professional development? Powerful Learning Practice: Professional Learning for Connected Educators. Retrieved From: https://plpnetwork.com/2010/08/26/how-do-you- measure-the-effectiveness-of-professional-development/.
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Kermelle D. Hensley et. Al. (2024), “Faculty Perceptions Of Professional Development Activities”, International Journal of Education & Applied Sciences Research, Volume 11, Issue 2, 2024, pp 15-27. DOI: https://doi.org/10.53882/IJEASR.2024.1102002

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REFERENCES

Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson,
T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85, 275–314. DOI: https://doi.org/10.3102/0034654314551063
Amundson, C., Abrami, L., McAlpine, L., Weston, C., Krbavac, M., Mundy, A., & Wilson, M. (2005, April). The and why of faculty development in higher education: An in-depth review of the literature. Paper presented at the American Educational Research Association Conference, Montreal, Quebec. Retrieved From: https://www.semanticscholar.org/paper/Title%3A-The-What-and-Why-of-Faculty-Development-in-Amundsen-Abrami/1e663f0c528a729d0ef5ce7902542925fbf096fe
Argyria, C. and Schon, D. 1974. Theories In Practice: Increasing Professional Effectiveness. San Francisco: Jossey Bass. Retrieved From: https://www.scirp.org/reference/referencespapers?referenceid=1313123
Barker, A. (2003). Faculty development for teaching online: Educational and technological issues. The Journal of Continuing Education in Nursing, 34(60), 273-278. Retrieved From: https://digitalcommons.sacredheart.edu/nurs_fac/28/
Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass. Retrieved From: https://www.scirp.org/reference/referencespapers?referenceid=198494
Bell, B. & Federman, J. (2013). E-Learning in Postsecondary Education. The Future of Children, 23, 165-185. DOI: https://doi.org/10.2307/23409493.
Betts, K. (2014). Factors influencing faculty participation & retention in online & blended education. Online Journal of Distance Learning Administration, 17(1). Retrieved From: http://www.westga.edu/~distance/ojdla/spring171/betts171.html
Bonsu, P., Bowman, N., Francis, C. D., Larsen, E., & Polar, R. (2013). Career and technical education teacher licensure requirements: 50 States and the District of Columbia.
Chicago, IL: American Institutes for Research. Retrieved From: https://careertech.org/wp-content/uploads/2023/01/CTE_Policy_Scan_Requirements_Licensure2013.pdf
Burns, J. Z. (2008). Informal learning and transfer of learning: How new trade and industrial teachers perceive their professional grown and development. Journal of Career and Technical Education, 33(1), 3-24. DOI: https://doi.org/10.5328/CTER33.1.3
Carnevale, A. & Hanson, A. (2015). Learn& Earn: Career pathways for youth in the 21st century. E-Journal of International and Comparative Labour Studies, 4(1), Retrieved From: https://ejcls.adapt.it/index.php/ejcls_adapt/article/view/253
Cauthen, L., & Halpin, J. (2012). The Blended and Virtual Learning Frontier Special Report. Retrieved From: https://www.asacharterschools.org/wp-content/uploads/2022/03/Blended_Virtual_Learning_Frontier_Special_Report.pdf
Cho, M.-H., & Rathbun, G. (2013). Implementing teacher-centered online teacher professional development (oTPD) programme in higher education: A case study. Innovations in Education and Teaching International, 50, 144–156. Retrieved From: https://eric.ed.gov/?id=EJ1011122
Choy, S., Billett, S., & Kelly, A., (2013). Engaging in continuing education and training: Learning preferences of worker-learners in the health and community services industry. Australian Journal of Adult Learning, 53(1), 72–94. Retrieved From: https://ajal.net.au/engaging-in-continuing-education-and-training-learning-preferences-of-worker-learners-in-the-health-and-community-services-industry/
Condon, W., Iverson, E. R., Manduca, C. A., Rutz, C., & Willett, G. (2016). Faculty development and student learning: Assessing the connections. Bloomington: Indiana University Press. Retrieved From: https://www.researchgate.net/publication/313403758_Faculty_development_and_student_learning_Assessing_the_connections
Conrad, D. (2004). University instructors’ reflections on their first online teaching experiences. Journal of Asynchronous Learning Network 8(2). DOI: http://dx.doi.org/10.24059/olj.v8i2.1826
Cowham, T., & Duggleby, J. (2005). Pedagogy and quality assurance in the development of online learning for online instructors. Journal of Asynchronous Learning Networks, 9(4), 15-27.
Dailey-Hebert, Mandernach, B. J., Donnelli-Sallee, E., & Norris, V. R. (2014). Expectations, motivations, and barriers to professional development. Perspectives from adjunct instructors teaching online. Journal of Faculty Development, 28(1), 67-82. Retrieved From: https://eric.ed.gov/?id=EJ1034387
De Aquino, C. T. E., Robertson, R. W., Allen, P., & Withey, P. (2017). A global learning centered approach to higher education: Workplace development in the 21st century. RevistaTecnología, Ciencia y Educación, (6). Retrieved From: https://dialnet.unirioja.es/servlet/articulo?codigo=6159663
Elliott, M., Rhoades, N., Jackson, C. M., & Mandernach, B. J. (2015). Professional development: Designing initiatives to meet the needs of online faculty. Journal of Educators Online, 12(1), 1-10. Retrieved From: https://files.eric.ed.gov/fulltext/EJ1051031.pdf
Elliott, R. W., & Oliver, D. E. (2016). Linking faculty development to community college student achievement: A mixed methods approach. Community College Journal of Research and Practice, 40(2), 85-99. Retrieved From: https://eric.ed.gov/?id=EJ1084166
Erickson, A., Noonan, P., Brussow, J., & Carter, K. (2016). Measuring the quality of professional development training. Professional Development in Education, 43(4), 685-688. DOI: http://dx.doi.org/10.1080/19415257.2016.1179665
Evers, A., Van De Heijden, B., & Krelins, K. (2016). Organizational and task factors influencing teachers’ professional development at work. European Journal of Training and Development, 40, 36-55. DOI: http://dx.doi.org/10.1108/EJTD-03-2015-0023
Finlay, S. S. (2005). Faculty development practices at Florida's public community colleges: Perceptions of academic administrators, faculty development practitioners, and full-time faculty members. (Unpublished doctoral dissertation). University of South Florida, Tampa, FL. Retrieved From: https://digitalcommons.usf.edu/etd/2881/
Fish, W. W., & Wickersham, L. E. (2009). Best practices for online instructors: Reminders. The Quarterly Review of Distance Education, 10(3), 279-284. Retrieved From: https://www.learntechlib.org/p/106758/
Gardiner, L. (2000). Faculty development in higher education. The National Academy for Academic Leadership. New Brunswick, NJ: Rutgers University.
Gast. I., Schildkamp, K., & van der Veen, J. (2017). Team based professional Development interventions in higher education: A systematic review. Review of Educational Research, 8(4), 736-767. DOI: https://doi.org/10.3102/0034654317704306
Georgia Professional Standards Commission. (2017). 505-2.16 Certification by state- approved programs. Retrieved from http://www.gapsc.com/Rules/Current/Certification/505-2-.016.pdf.
Gossman, P. (2008). Teaching development--Experience and philosophy. (Using the three Rs). Teacher Education Quarterly, 35(2), 155-169. Retrieved From: https://www.jstor.org/stable/23479229
Johri, A., & Olds, B. (2014, February 10). Cambridge Handbook of Engineering Education Research. Cambridge University Press. DOI: https://doi.org/10.1017/cbo9781139013451
Hoekstra, A., & Newton, P. (2016). Leading teaching excellence in vocational and professional education. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC. Retrieved From: https://www.researchgate.net/publication/299503511_Leading_Teaching_Excellence_in_Vocational_and_Professional_Education
Hu, S., McCormick, A. C., & Gonyea, R. M. (2012). Examining the relationship between student learning and persistence. Innovative Higher Education, 37, 387–395. Retrieved From: https://eric.ed.gov/?id=EJ982735
King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39, 283-297. DOI: https://doi.org/10.1016/S0360-1315(02)00073-8
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Prentice Hall/Cambridge. Retrieved From: https://www.scirp.org/reference/referencespapers?referenceid=2303118
Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning? Internet and Higher Education, 15(4), 247-254. DOI: https://doi.org/10.1016/j.iheduc.2011.12.002
Lackey, K. (2011). Faculty development: An analysis of current and effective training strategies for preparing faculty to teach online. Online Journal of Distance Learning Administration, 14(5), 1-10. Retrieved From: https://eric.ed.gov/?id=EJ960594
Latz, A. O., & Mulvihill, T. M. (2011). The community college faculty development matrix: A conceptual model for inquiry and understanding. Journal of Applied Research in the Community College, 19(1), 19-29. Retrieved From: https://www.ingentaconnect.com/content/montezuma/jarcc/2011/00000019/00000001/art00003
Lăzăroiu, G. (2015). Work motivation and organizational behavior. Contemporary Readings in Law and Social Justice, 2, 66-75. Retrieved From: https://addletonacademicpublishers.com/contents-crlsj/308-volume-7-2-2015/2657-work-motivation-and-organizational-behavior
McKee, C. W., & Tew, W. M. (2013). Setting the stage for teaching and learning in American higher education: Making the case for faculty development. New Directions for Teaching and Learning, 2013(133), 3–14. Retrieved From: https://www.learntechlib.org/p/114188/
McQuiggan, C. A. (2007). The role of faculty development in online teaching’s potential to question teaching beliefs and assumptions. Online Journal of Distance Learning Administration, 10(3) 1-13. Retrieved From: https://eric.ed.gov/?id=EJ1065614
Meyer, K. A. (2014). An analysis of the research on faculty development for online Teaching and identification of new directions. Journal of Asynchronous Learning Networks, 17(4), 93- 112. DOI: http://dx.doi.org/10.24059/olj.v17i4.320
Meyer, K., & Murrell, V. (2014). A national study of training content and activities for faculty development for online teaching. Journal of Asynchronous Learning Networks, 18(1), 1-16. DOI: https://doi.org/10.24059/olj.v18i1.355
Nussbaum-Beach, S. (2010). How do you measure the effectiveness of professional development? Powerful Learning Practice: Professional Learning for Connected Educators. Retrieved From: https://plpnetwork.com/2010/08/26/how-do-you- measure-the-effectiveness-of-professional-development/.
O’Flaherty, J. & Phillips. C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. DOI: https://doi.org/10.1016/j.iheduc.2015.02.002
Oolbekkink-Marchand, H. W., Van Driel, J. H., &Verloop, N. (2014). Perspectives on teaching and regulation of learning: A comparison of secondary and university teachers. Teaching in Higher Education, 19(7), 799–811. DOI: https://doi.org/10.1080/13562517.2014.934342
Prebble, T., Hargraves. H., Leach, L., Naidoo, K., Suddaby, G., & Zepke, N. (2005). Impact of student support services and academic development programmers on student outcomes in undergraduate tertiary study: A synthesis of the research. Wellington, New Zealand: Ministry of Education. Retrieved From: https://www.educationcounts.govt.nz/publications/80898/5519
Ragan, L. C., Bigatel, P. M., Kennan, S. S., & Dillon, J.M. (2012). From research to practice: Towards the development of an integrated and comprehensive faculty development program. Journal of Asynchronous Learning Network, 16(5), 71-86. Retrieved From: https://www.learntechlib.org/p/113585/
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