Home
    • Login
    View Item 
    •   TDL DSpace Home
    • Federated Electronic Theses and Dissertations
    • Texas A&M University at College Station
    • View Item
    •   TDL DSpace Home
    • Federated Electronic Theses and Dissertations
    • Texas A&M University at College Station
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Current characteristics of faculty development in public two-year colleges in Texas

    Thumbnail
    Date
    2005-11-01
    Author
    Wesley, Jeanne
    Metadata
    Show full item record
    Abstract
    This study measured the current characteristics of faculty development in public two-year colleges in Texas. Current characteristics were determined by an electronic questionnaire completed by the responding staff or faculty member designated by each Texas two-year college as the person most responsible for faculty development. In the case when faculty development responsibility was divided by technical and academic faculty, both designees at the college were sent electronic questionnaires. Of the 78 colleges, 6 colleges, or 8 percent, divided faculty development responsibilities between two individuals at the college. Those six identified colleges were sent two questionnaires each for the two selected representatives. Of those 6 colleges, 4 responded or 67 per cent. Overall, of the 78 colleges sent electronic questionnaires, 57 responded, yielding a 73 percent return. The major results of the study indicate: 1. The majority of colleges studied do not designate a faculty development space at the college.2. A large percentage of two-year public colleges in Texas, 49.2 percent of the total respondents, had no staff member responsible for faculty development who spent more than 51 percent of the time on faculty development duties. 3. Two-year public colleges budget relatively few funds for faculty development. 4. Of all respondents 42.6 percent report that they did not perform a needs assessment. 5. Most Texas two-year public colleges, 92.7 percent of respondents, claimed that their colleges evaluated faculty development activities. However, almost 25 percent of those respondents did not use an evaluation instrument. Of those respondents using an instrument, the most selected area of measurement was participant satisfaction. Performance outcomes measure was the least selected category at 5.8 percent.
    URI
    http://hdl.handle.net/1969.1/2572
    Collections
    • Texas A&M University at College Station

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
    TDL
    Theme by @mire NV
     

     

    Browse

    All of DSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    Login

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
    TDL
    Theme by @mire NV