Significance of Community College Faculty Development Programs - Research Paper Example

?Significance of Community College Faculty Development Programs Executive Summary This paper reviews, critiques, and highlights the practical, and the scholarly significance of the faculty development’s existing literature. The literature review covers several broad areas of inquiry related to faculty development in higher education, specifically in 2-year settings, and its value for educators and students. The goal of the review is to share practical information that is useful for educators and anyone concerned about the betterment of faculty members in two-year colleges. Table of Contents I. Introduction…………………………………………………………..3 II. Definition of Faculty Development……………………………….3 III. Faculty Development Areas..……………………………….……..5 IV. Importance of Faculty Development………….…………….…….6 V. The traditional roles of college and university faculty ……….7 VI. Adapting to Changes in Students, Faculty, Research, and the Processes of Teaching and Learning…………………...……….8 VII. Faculty Development in Two-Year Colleges …..………....…….9 VIII. Addressing the Professional Needs of Faculty Members…..12 IX. Engagement in Faculty Development Activities and Programs…………………………………………………….…13 X. How two-year colleges such as technical and community colleges can implement a successful faculty development program………………………………………………………………15 XI. Future Priorities of Faculty Development................................16 XII. Implication for the future of the academic development.......17 XIII. Conclusion………………………………………………………..…19 References………………………………………………………………..….21 Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. -Henry Ford I. Introduction People called to be educators are usually lifelong learners whose purpose in life is to share their knowledge and experience with those they teach. However, in order for them to be successful in this endeavor, they need to keep on learning themselves, and honing new skills. Such is the philosophy behind faculty development. Colleges and universities encourage their faculty to engage in studies so they are well-equipped with the knowledge and skills to teach their students, who are mostly young adults who just graduated from high school, or even older adults who choose to keep on pursuing further studies. This paper aims to review, critique, and highlight the practical, and the scholarly significance of faculty development. Specifically, the review documents how faculty development impacts the duties, responsibilities and assigned tasks of faculty members, specifically in two-year colleges. II. Definition of Faculty Development In reviewing the literature, various definitions of faculty development are offered. One is by Nelson (1983): “Faculty development is any activity that is “designed to improve faculty performance in all aspects of their professional lives – as scholars, advisers, academic leaders, and contributors to institutional decisions” (p. 70). This definition identifies the roles that the faculty members take on when they assume their positions in their college or university. The roles enumerated reflect heavy responsibilities that require intelligence and skill. Sullivan (1983) agrees with Nelson’s definition in claiming faculty development’s concern in advancing the knowledge in one’s subject matter and mastering one’s own craft as it relates to teaching. Elbe & McKeachie (1985) follow suit in identifying faculty development as “college and university activities that are designed to "help faculty members improve their competence as teachers and scholars" (p. 35). These definitions point out to improving professional skills of the faculty, but on a more personal note, Rostek & Kadivko (1988) add that the faculty’s professional development should include "purposeful learning experiences undertaken in response to individual needs". On a more collective scale, Centra (1985) defines faculty development as “college and university activities that are designed to "renew and maintain vitality of their staff” (p. 86). Steinert (2000) offers a definition of faculty development covering the range of students the faculty should be responsible for. He states that the activities for collegiate faculty development should aim to “improve teacher effectiveness across levels of the educational continuum from undergraduate level to postgraduate and continuing educational levels” (p.44). Finally, Camblin & Steger (2000) suggest that well-designed faculty development plans should customize its topics from a wide spread in various areas of teaching to more specialized topics and activities relevant to the course taught by the faculty members, and all areas of the plan should have a common goal of improving teaching effectiveness. Trends and issues in education develop in both breadth and depth. This process is faster due to technology and emerging modes of communication. Hence, members of the faculty need to be updated so they are assured that what they pass on to their students are not outdated information. They need to participate in conventions and seminars and be supported in travelling to teacher effectiveness programs offered in various places (Baiocco & De Waters, 1995). III. Faculty Development Topics Most colleges and universities require/encourage their faculty to participate in research and write research material that they can contribute to the progress of education. Camblin & Steger (2000) suggest that “professional development promotes the expertise of the faculty member within his own discipline through research grants, sabbatical grants” (p. 5) and participation in discipline-oriented conferences. Faculty members are encouraged to be members of professional organizations that promote the same advocacy they do and be part of the projects planned by such professional organizations. Neumann (n.d.) explains that ‘scholarly learning’ should always be targeted by faculty members, and that involves “wrestling with knowledge – a scholar struggling between her own long-held conceptions of a topic and new or different conceptions that counter her views” (p.18). This implies a deeper search for knowledge in validating which theories are real and which are mere myths. Research work now becomes imperative to address this need. To support such deep learning, faculty members are offered research grants so they can pursue a relevant research topic in depth and apply new theories they have learned in practice. Faculty members are challenged to write well-written, valid and reliable research papers that they can share with their colleagues and students as their contribution to the field. These papers may later be read in professional conferences. IV. Importance of Faculty Development The abundant literature on the significance of faculty development does not leave much doubt that it helps improve the effectiveness of the faculty. Brawer (n.d.) goes further in saying that organizational performance improves when individual members apply new learning in their practice, so institutional goals are achieved. Faculty development injects passion and vitality to work that can easily fall into a routine. A faculty member does not only deliver teaching strategies and derive grades from student performance but several roles are also played. He or she can serve as an adviser to students in need of more concrete plans, mentor to students who show potential in one area or another, judge of student work, curriculum designer, classroom manager, researcher, volunteer in service-oriented projects, among others. That is why Brawer stresses the importance of faculty development both in preparation for such roles. Ryan (2009) reminds faculty members that their students are mostly adults who may be set in their ways since they already have much life experience, knowledge and skills that they bring with them to the classroom along with their unique personalities. Teaching them is vastly different from teaching children. Faculty members should be challenged in exploring various ways to maximize their potentials using their backgrounds, to make learning more meaningful and relevant to them (Ryan, 2009). These strategies are usually shared in faculty development programs. In sum, faculty development programs help faculty members “explore their attitudes about teaching and learning, acquiring more knowledge about professional education, enhancing their sensitivities to students and colleagues, developing teaching skills and understanding how they can balance the teaching role with their professional responsibilities" (Cohen and Brawer,1977 as mentioned in Brawer, n.d., p. 50). V. The traditional roles of college and university faculty As previously discussed, college and university faculty roles are not limited to teaching students. They also do research within the bounds of their specialization and extend services to others, also within their area of expertise. Sometimes, these roles are independently carried out, but when they are integrated with each other, the faculty member becomes more efficient as her work becomes more relevant. When students are required to help out in research or services provided by the college or university to others, it yields positive outcomes because they are able to apply the theories they learn in class to practical situations (Kozeracki, 2005). Thus, faculty development programs/efforts should teach faculty how to integrate teaching, research and service roles Because research has become crucial in the role of the faculty’s professional growth and development, Kozeracki (2005) recommends that colleges and universities update their faculty with the latest research findings and new developments in various fields by subscribing to research journals. Faculty should also network with colleagues from various colleges, universities and hold discussions on these researches and the best practices that are drawn from these researches (Frost & Jean, 2001). This would develop more scholarly thinking as well as disseminate new knowledge to students. VI. Adapting to Changes in Students, Faculty, Research, and the Processes of Teaching and Learning As mentioned earlier, the profile of students in community colleges are young adults to older people who are much more matured. Hence, it is important to learn about how such a population learns. Knowles, Holton & Swanson (2007) have defined adult education as “an activity undertaken or initiated by one or more agents that is designed to effect changes in the knowledge, skill, and attitudes of individuals, groups, or communities. The term emphasizes the educator, “the agent of change who presents stimuli and reinforcement for learning and designs activities to induce change” (p. 13). It is implied in this definition that the faculty member is the agent of change who aims to induce it through various learning activities that are appropriate for adults. Merriam (2008) reports that recent research has revealed that learning in adults is not constrained to his own perspective, but takes on his own context in the learning process. Associating the learning process to a learner’s context broadens and deepens educators’ understanding of how adults learn. Cognitive processing is not the only way to imbibe learning but it was found that multidimensional systems area also involved (Merriam, 2008). Awareness of this fact challenge faculty members to find the most effective methodologies to use to facilitate adult learning (Heimlich & Horr, 2010). Instead of traditional methods, more progressive teaching and research strategies have evolved and faculty should be able to access these for their own practice. VII. Faculty Development in Two-Year Colleges The literature offers much information on the four-year colleges and universities’ faculty development programs. However, there is a dearth of literature on the faculty development of two-year community colleges. Murray (2002) contends that the mission of community colleges is serving larger and more diverse learners who may not be as academically prepared as those enrolled in four-year institutions. Two-year community colleges should relate their faculty development to its mission (Murray, 2002). For example, if the college’s mission is related to the care and preservation of the environment, then modules on how students can do so should be included in the faculty development program. These modules should help faculty disseminate valuable information to their students on ways to maintain a ‘green’ college or university and hopefully instill in these students a commitment to saving the environment from ruin. Murray (2002) has also reported that not many community colleges look into their faculty development programs and check it for its effectiveness and success in improving faculty performance. Since such programs entail great investment in time, money and effort, these should not be taken for granted and need to be evaluated on its long-term effects. Smith, DeVol & Stetson (2003) propose 5 levels to evaluate long-term impact of faculty development as follows: Level 1: Participant Reaction Level 2: Perceived Learning Level 3: Behaviour and Attitude Change Level 4: Impact on the Institution and Achievement of College Goals Level 5: Return on Investment (ROI) or Cost/Benefit Upon evaluation of community college faculty programs, it was learned that most stop at measuring only the first two levels of participant reaction and perceived learning of the faculty members (Kelly, 2006). This is usually evaluated with the use of feedback questionnaires. These first two levels only affect participants in the short term. If long-term impact is the goal, then levels 3, 4 and 5 should likewise be evaluated. Evaluation of behaviour and attitude change of the faculty (level 3) looks into what they had done differently long after the faculty development program has ended. Change in their methods or the adoption of more effective strategies may also be observed. Such changes should be analyzed if they are retained or easily abandoned by going back to what was comfortable and familiar to them. Faculty should also be assessed as to their initiative for their own self-directed learning and development outside the faculty development programs offered by the college. The extent of the positive impact of the faculty development program on institutional goals (level 4) is another crucial point to evaluate. Reforms done on the curriculum should be aligned to the college’s goals. This point of evaluation may take a long time since implementation of a revised curriculum may take a while considering all the adjustments to be done. Finally, the return on investment (ROI) or cost/benefit (level 5) derived from faculty development programs should also be evaluated to see if the investment was all worth it. Some programs may be more expensive than others, due to the cost of venue, food, professional fees of invited speakers or trainers, and to keep costs down, should be evaluated as to its relevance to the program. Kelly (2006) says it is the most difficult to measure because baseline information showing costs and benefits before the faculty development program must be compared to cost and benefits after changes have been implemented as a result of the faculty development. In evaluating all levels, (1-5), the school management can identify the needs of the college and act on meeting these needs at the shortest time possible. Lastly, Murray (2002) laments the low participation in most faculty development programs. Worse, the faculty members who seem to be the most in need of further training do not attend. Since faculty development programs are intended to “initiate, infuse and sustain change in targeted faculty” (Camblin & Steger, 2000, p. 5), college administration should compel all members of the faculty to participate. It is expected that newly designed faculty programs teach strategies which enable faculty members to create a conducive learning environment that expands faculty “awareness of new emerging information” and is directed at “understanding the complexity of higher education” (Hubbard and Atkins 1995, p. 118). VIII. Addressing the Professional Needs of Faculty Members In becoming lifelong learners, faculty members perennially search for opportunities to acquire more knowledge and hone their skills. An approach to meet all professional development needs of the faculty has been described by Kelly (2006). First, such an effective faculty development program must stimulate the participant intellectually and lead them to reflection about their own practice. Reflective practice may bring about both positive and negative outcomes. Positively, it brings about self-awareness and guides one through his or her own professional growth. A greater understanding of existing issues that challenge him or her in practicing his or her career comes to existence (Osterman 1990). Negatively, since reflective practice looks at both the successes and failures in one’s practice, there is a likelihood of focusing on the failures and may make the faculty self-critical and lose confidence. It is important for faculty development programs to highlight successes and downplay failures but provide information on how to avoid failing. Another need that an effective faculty development program may address is the recognition of the educator’s individual needs and encouragement to adapt new ideas to their own teaching. Finally, the program should encourage self-evaluation and self-development long after it is over. Kelly (2006) attests that faculty members who have attended programs with the aforementioned characteristics showed more significant and positive changes in their own professional teaching practice than those who only participated in singular and occasional seminars, workshops or events. IX. Engagement in Faculty Development Activities and Programs Generally, knowledge and skills in teaching and research can be gained from participation in professional conferences, seminars, workshops that are focused on one’s own discipline or area of expertise. For example, art professors gain new information on the latest available media for art expression. Attending workshops on new trends such as web design will equip them with fresh knowledge on the impact of technology on art and provide the necessary exposure of the same to their students. Presenting papers at conferences is usually the culmination of a research study carried out by a professional (Fugate & Amey, n.p.). Not only is it prestigious but it also creates opportunities for networking with colleagues of the same discipline to pursue further research on the topic presented. Faculty learning initiatives such as conducting “sessions on teaching strategies, classroom management, classroom research, delivery methods, testing methods, syllabus construction, and initiatives such as mentoring programs” (McGrath & Spear, 1988, p. 32) are also activities that greatly add knowledge and skills to an individual. With regards to two-year community colleges, Kozeracki (2005) posits that their faculty are required to attend professional training activities. Kelly (2006) contends that both department-based and individual-based initiatives for faculty development are welcome. The value of department-based sessions is agreement on changes recommended so that faculty and staff can move toward their strategic goals (Johnston & Freeman, 2005). Recruitment of speakers specializing in general issues of the college such as policy, budgets, student needs, dealing with inclusive classes, multicultural education would benefit the whole faculty. On the other hand, individual-based initiatives or development plans that are more discipline-specific targets goals for faculty members that are more aligned to their practice. Kelly (2006) observes that the peer support and peer pressure in such specialized programs create a positive impact in the pursuit of goals pertaining to the discipline the faculty members belong to. Examples of discipline-specific modules may include the incorporation of learning and other educational theories to teaching practice and networking with professors from other disciplines to provide them with fresh perspectives. This broadens their knowledge and skills to accommodate new ideas from other disciplines. Kozeracki (2005) offers other suggestions for community college faculty development. These include the consideration of allotting time each week for faculty meetings where workshops or roundtable discussions can be facilitated by assigned instructors for their colleagues. This assignment can rotate so each faculty member gets a turn to present a researched work. Kozeracki (2005) explains that in holding such sessions once or twice a semester, colleges encourage professional development as well as boost faculty morale. Likewise, faculty should be encouraged to attend local conferences which provide opportunities for them to network with other professionals so they can exchange ideas and broaden their horizons in teaching. Soon, they may be prepared to present papers in such conferences. X. How two-year colleges such as technical and community colleges can implement a successful faculty development program. Certain elements have been identified to contribute to successful faculty development programs for two-year colleges. One is institutional support or a conducive climate that fosters professional development (Murray, n.d.). Faculty should be made to feel supported in their professional growth by their superiors. Thus, encouragement to participate in the development programs is palpable in the teaching environment. Another component of an effective program is the establishment of a formalized and structured faculty development program with scheduled activities (Murray, n.d.). If faculty members are appropriate guided in the planned development activities as posted on bulletin boards or written circulars or simple reminded by their superiors or colleagues about impending meetings, then participation in such faculty development initiatives may likely improve. The next component is connecting faculty development to certain rewards such as promotion and tenure decisions (Murray, n.d.). Motivating faculty to partake in the development programs with external rewards is surely welcomed as long as it is not the sole motivation. Intrinsic motivation to learn and be better educators should be the priority, so modules in the faculty development programs need to be inherently interesting and significant to the faculty members. Faculty ownership is another component. They should be made to feel that the faculty development program is customized to their own needs and that it can provide a sense of ownership and belonging. Still another element is colleague support for teaching investments. It pays to have someone cheer for one’s accomplishments. Finally, a belief for good teaching is valued by the administrators, so professional development is highly encouraged (Murray, n.d). XI. Future Priorities of Faculty Development. One identified priority in faculty development is the consideration of how adults learn in developing more effective teaching and research methods for them. More progressive strategies have been developed to challenge learner’s critical higher-order thinking skills. One strategy is employing effective questioning strategies to make learners think deeper and more critically. More collaborative learning activities involving members to participate in group projects and brainstorming sessions, games, and other deep-processing activities are exciting and interesting activities for students. Doing experiments is yet another interesting activity that holds the learners’ attention until conclusions are made. The use of information and communication technology (ICT) such as lectures and reports done through PowerPoint presentations, creating interesting documentary videos, etc. provide much challenge for learners. In consideration of the growing understanding of multidimensional and holistic learning preferences (Merriam, 2008). Manning, Verenikina & Brown (2010) suggest that non-traditional methods also be used with adult learners such as “non-Western and indigenous knowledge systems’ teaching methods using stories, folklore, myths, symbols, music, dance and even dreams as sources of knowledge” (p. 50) Abdallah (2008) explains that learning styles are “individuals’ natural preferred way of absorbing, processing, and remembering new information or skills regardless of the teaching methodology used” (p.67). Preferred modes of learning have been identified as auditory, visual, tactile, and kinesthetic. For some learners, they prefer one sensory channel over others, and for other learners, there is an overlap of sensory preferences. Those who show more flexibility in their learning style preferences have been observed to achieve more due to the fact that they can process more information in more ways than one (Abdallah, 2008). As educators, these preferences should be considered if the goal is to maximize learning. The faculty must consider each student’s strengths as well as weaknesses. Thus, learning profiles of students would help educators in adjusting to their learning preferences. (Silver, Strong, & Perini, 2000). Carlson (2000) contends that the age of technological advancement suggest faculty development programs to include technologically-assisted course design and delivery (Carlson, 2000). Online courses and web discussions as well as the use of social networking sites should be used by faculty members as tools to facilitate their teaching and learning experiences. Steinert (2000) points out that faculty development initiatives emphasized teaching improvement and instructional effectiveness, however, it should also prioritize enhancement of leadership and management skills, professional academic skills as well as organizational development. Personal development should not be neglected to help faculty develop decision-making skills and facilitation of the change process (Lipez et al., 1986). XII. Implication for the future of the academic development In general, faculty development for all colleges and universities will be highly beneficial not only to the educators but more for the students. The evolution of educational strategies and the boom of research possibilities and opportunities make academic development more dynamic. Faculty members have no excuse not to improve their teaching and research skills because learning opportunities abound not only within the premises of colleges and universities but both online through the internet and offline through the various seminars, workshops and specialized courses offered. Specific to two-year community colleges, successful Faculty development is expected to serve the needs of the students and achieve the college’s goals. Looking forward into the future, Gibson-Harman (2002) predicts that faculty members in community colleges will face key challenges. The first is its status in the organizational hierarchy that may affect the morale of the faculty. Professional status of community college faculty is perceived as less than one from a four-year college or university. Such perception may affect the work performance of professional staff in community colleges. Hence the provision of effective faculty development programs will serve to diminish such perception, making faculty of community colleges equal in standing to faculty of 4-year colleges and universities. Mobility and professional development issues also serve as challenges to faculty members. Colleges should ensure that professional staff is included in professional development since those that undergo higher education, training and development enhance their job satisfaction and self esteem. When professional staff perceive that they are well supported in their professional growth, it raises their morale and perform better in their work. XIII. Conclusion Although faculty members from community colleges are not regarded as highly as the faculty from 4 year colleges or universities, it does not make them less deserving of a high quality faculty development program. It is essential to consider the growing needs of faculty members as well as their adult learners in designing faculty development programs. This paper discussed how adults learn better in more active ways, so the traditional strategy of lectures with paper and pencil tasks will not be effective anymore. The traditional roles of university and college faculty in teaching, research, and service have evolved together with new innovations in education. Teaching now entails consideration of learning styles and preferences of students and adjusting educational strategies to accommodate such preferences. This has stemmed from a new and broader understanding that individuals learn in different ways and are not constrained to just listening and absorbing information. Thus, this has posed greater challenges to the faculty to come up with more dynamic teaching methods to maximize their students’ learning experiences. Research as part of faculty development is currently given more importance. Faculty members are urged to conduct studies as their contribution to the educational field. They are likewise encouraged to learn from other research studies from their colleagues in the field as a way of updating themselves with new trends and issues that may confront education. Service in the academe may now be extended elsewhere where needed. Faculty can be involved in university or college extension services as providers of free education to indigent students with little or no access to schooling. The additional responsibility not only benefits others but also helps the faculty become better educators. Planning an effective faculty development program may be tedious but its necessity overrides the difficulty if the college is dedicated to providing high quality education to their students. Although it greatly benefits the faculty in their professional growth and development, the ultimate beneficiaries are the students they teach. 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