ERIC ED466748: Community College Faculty Professional Development: Perspective in Time.

377 Pages·2001·3.8 MB·English

by  ERIC

DOCUMENT RESUME
JC 020 538
ED 466 748
Teasdale, Verna
AUTHOR
Community College Faculty Professional Development:
TITLE
Perspective in Time.
2001-00-00
PUB DATE
375p.; D.A. Research Project, George Mason University.
NOTE
Dissertations/Theses (040)
PUB TYPE
EDRS Price MF01/PC16 Plus Postage.
EDRS PRICE
College Role; Community Colleges; Educational History;
DESCRIPTORS
Educational Practices; *Faculty Development; *Teacher
Improvement; Two Year Colleges
*Maryland
IDENTIFIERS
ABSTRACT
This case study explored how faculty professional development
was handled at a community college over a period of 41 years. The exploration
is from the perspective of the college's presidents, administrative staff,
faculty representatives, Board of Trustees, and numerous state and regional
associations. Perspectives were obtained primarily through personal
interviews and a search of the college's archives. The study identifies four
previously unreported, less obvious reasons why a community college offers
it is an educational tradition or
faculty professional development:
(1)
(3) it helps create and promote a
it provides social interaction;
custom;
(2)
it meets the requirements of outside
proper image of the college; and (4)
agencies. The study concludes that faculty professional development at a
community college will lack constancy until the college culture values it as
an on-going necessity and aligns faculty professional development goals and
objectives with the college's mission. Appended is the list of college
archive and administrator files. (Contains 72 references.)
(Author/RC)
Reproductions supplied by EDRS are the best that can be made
from the ori inal document.
Community College Faculty Professional Development: Perspective in Time
A doctoral project submitted in partial fulfillment of the requirements for the degree of
Doctor of Arts in Community College Education at George Mason University.
By
Verna Teasdale
Bachelor of Arts
University of Washington, 1962
Master of Arts
University of Washington, 1966
Chairperson: Gilbert I. Coleman
James Monroe Center for Graduate and Professional Studies
Mary Washington College
Spring Semester 2001
George Mason University
Fairfax, Virginia
cNo
/".1
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
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1
E,517 COPY AVE
COMMUNITY COLLEGE FACULTY PROFESSIONAL DEVELOPMENT:
PERSPECTIVE IN TIME
by
Verna Teasdale
A Doctoral Project
Submitted to the
Graduate Faculty
of
George Mason University
in Partial Fulfillment of
the Requirements for the Degree
of
Doctor of Arts in Community College Education
Committee:
r. Gilbert I. Coleman
1.-J/)Cel
&_0C
wartwood
Dr. Gustavo A. Mellander
(eDirector,
National Center for
Dr. Gustavo A. Mellander
Community College Education
Spring Semester 2001
George Mason University
Fairfax, Virginia
DEDICATION
This doctoral project is dedicated to the men and women who were constant
encouragers, and steadfast in their assurance that this project would be completed.
Among those supporters were my committee chairman, Dr. Gilbert I. Coleman; the
members of the Professional Development Team, Alan Mickelson and Mary Stevenson;
prayer warriors who understand that only by the grace of God can anything be
accomplished; and my husband, Dr. John Teasdale, whose patience and love sustained
our marriage through the doctoral process.
iii
ACKNOWLEDGMENTS
This study would not have been possible without the total cooperation
of the administration, faculty, and library staff of the Community College.
3
iv
TABLE OF CONTENTS
Page
viii
List of Tables
ix
Abstract
Chapter I: Introduction
1
Responsibility Placed on Faculty
2
Little Incentive for Faculty to Professionally Develop
3
Need for Faculty Professional Development Recognized
5
Faculty Professional Development Efforts Ineffective
7
Faculty Professional Development Should Address Significant Changes
8
Faculty Professional Development Programs Lack Constancy
11
A Study of Faculty Professional Development Constancy Needed
12
Case Study Method Best Suited to Study
13
The Problem
13
Research Questions
15
Organization of the Study
15
Chapter II: Literature Review
17
Faculty Professional Development Studies and Reports from
the 1960s and 1970s
19
Miller and Wilson (1963)
19
23
Soffen (1967)
27
Singer (1969)
29
Chronister (1970)
30
O'Banion (1972)
33
Freedman, with Brown, Ralph, Shukraft, Bloom, and Sanford (1979)
38
Faculty Professional Development Studies and Reports from the 1980s
38
Heelan (1980)
40
O'Banion (1981)
43
McCright (1983)
46
Shawl (1984)
48
Harnish (1986)
Miller and Ratcliff (1986)
53
54
Nickel (1986)
56
Smith and Schwartz (1986)
57
Sorcinelli (1986)
59
Valek (1986)
61
Florida State Board of Community Colleges (1987)
62
Richardson and Moore (1987)
65
Katz and Henry (1988)
67
Giroux (1989)
67
Faculty Professional Development Studies and Reports from the 1990s
Focus on Access, Community, and Excellence in Teaching (FACET)
67
Commission (1990)
69
Schuster, Wheeler and Associates (1990)
Clough (1991)
71
75
Engleberg (1991)
78
Fide ler (1991)
79
Hoerner, Clowes, Lichtman and Al lkins (1991)
82
Monoson and Batsche (1992)
84
Texas Consortium of Geriatric Education Centers (1992)
85
Gappa and Leslie (1993)
88
Angelo (1994)
91
Howey and Zimpher (1994)
94
Oromaner (1994)
Felton and Whitton (1996)
95
96
Roueche, Roueche and Milliron (1995)
98
Thompson (1995)
100
Sablan (1996)
Johnson County Community College (1996)
102
104
Summary
106
Chapter III: Case Study Methodology
109
Collecting the Data
109
Selected Administrators and Faculty
Professional Development Team
113
115
College Archives
116
Faculty Surveys and Focus Groups
116
Examining the Data
118
Defining Faculty Professional Development
Institution-Centered Definitions of Faculty Professional Development
119
Faculty-Oriented Definitions of Faculty Professional Development
120
Determining the Purpose of Faculty Professional Development
123
124
Berquist and Phillips (1977/1979) Three Element Model
Berquist and Phillips (1977/1979) Four Element Model
124
Gaff (1975, as cited in Monoson and Batsche, 1992)
Single Element Model
125
126
Instructional development
127
Institutional development
7
vi
Personal development
128
130
Composite model (with multiple elements)
Study Protocol
133
Chapter IV: Stakeholders' Perspectives
135
Timeline of Important Events in the History of the College
136
Order of Presentation of Stakeholders' Perspectives
138
Presidents' Perspectives
139
140
President #1 (1958-1964)
President #2 (Acting President) (1964-1965)
156
President #3 (1965-1967)
160
President #4 (1967-1971)
163
President #5 (1971-1972)
168
President #6 (1972-1999)
174
Summary: Presidents' Perspectives
179
Administrators' and Administrative Staff Members' Perspectives
180
Dean of Arts and Sciences
181
Administrative Assistant to the President
182
Dean of InstructionNice President for Instruction
186
Assistants to the Vice President for Instruction
192
Assistant to the President for Minority Affairs
197
206
Staff Development and Cross Cultural Coordinator
209
Vice President for Instruction
Summary: Administrators' and Administrative Staff Members' Perspectives... 219
Faculty's Perspectives
221
Earning a Doctorate
221
224
Creating Programs
Faculty member who established Writing Across the Curriculum (WAC)
224
and Reasoning Across the Curriculum (RAC)
228
Faculty member who introduced women's studies to the campus
Surveys and Focus Groups
231
232
1967 Survey
233
1971 Survey
234
1987 Survey
239
1995 Survey
1998 Paper and Pencil Survey
241
244
1998 Focus Groups
249
Summary: Faculty's Perspectives
250
Faculty Representatives
Faculty Council/Faculty Welfare Committee
251
256
Faculty Senate
259
College Senate
262
College Senate and President #4
265
College Senate and President #5
vii
College Senate and President #6
271
Faculty Organization
275
Faculty Senate Professional Development Committee
283
Professional Development Council
288
Summary: Faculty Representatives' Perspectives
290
Outside Stakeholders' Perspectives
291
Board of Trustees
291
Summary: Board of Trustees' Perspective
297
Commission on Higher Education Middle States Association of Colleges
297
and Schools
Summary: Perspective of Commission on Higher Education Middle States
Association of Colleges and Schools
315
Maryland Stat6 Board for Community Colleges, Maryland Higher Education
Commission (MHEC), and Maryland Association of Community
316
Colleges (MACC)
Summary: Perspectives of Maryland State Board for Community Colleges,
Maryland Higher Education Commission (MHEC), and Maryland
322
Association of Community Colleges (MACC)
Technology Perspective
323
Summary: Technology
326
326
Chapter Summary
Chapter V: Discussion and Conclusions
328
330
Study Supported Claims in the Literature
Traditional Reasons Given for Why Community Colleges Offer Faculty
Professional Development
331
Other Reasons Why Community Colleges Offer Faculty Professional
332
Development
Faculty Professional Development is an Educational Tradition or Custom
333
334
Faculty Professional Development is a Social Occasion
Faculty Professional Development Helps to Create or to Promote an Image
336
Faculty Professional Development Meets the Requirements of
336
Outside Agencies
337
Answers to Research Questions
338
Research Question 1
339
Research Question 2
340
Research Question 3
Malcolm Baldrige National Quality Award 1998 Criteria for
342
Performance Excellence
343
Recommendations for Additional Research
344
Final Thoughts
345
Appendix
356
References
viii
LIST OF TABLES
Table
Page
1. Administrators and Faculty Members Interviewed
112
Funds Allocated and Funds Expended for Professional Development-Related
2.
Budget Objects in the General Current Operating Budgets
for FY72 and FY73
172
Administrators and Administrative Staff Members in charge of
3.
Faculty Professional Development During the Term of President #6
181
1967 Survey Categories that "Needed Attention" According to Faculty:
4.
67 responses rank ordered by percent of faculty selecting category
232
Top Five Professional Development Areas Faculty Planned to Emphasize in the
5.
Two Years Following the 1998 Paper and Pencil Survey
242
6. Mean Average of Items in Promoting Professional Development for the Entire
Faculty in Response to the 1998 Paper and Pencil Survey
243