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dc.contributorStenning, Walter
dc.creatorWesley, Jeanne
dc.date.accessioned2005-11-01T15:46:09Z
dc.date.accessioned2017-04-07T19:50:29Z
dc.date.available2005-11-01T15:46:09Z
dc.date.available2017-04-07T19:50:29Z
dc.date.created2005-08
dc.date.issued2005-11-01
dc.identifier.urihttp://hdl.handle.net/1969.1/2572
dc.description.abstractThis 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.
dc.language.isoen_US
dc.publisherTexas A&M University
dc.subjectfaculty development
dc.subjecttwo-year public college
dc.titleCurrent characteristics of faculty development in public two-year colleges in Texas
dc.typeBook
dc.typeThesis


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