Faculty As Adult Learners: Effective Faculty Development

1. Faculty As Adult Learners: Effective Faculty Development Suzanne James, Ph.D. David Binder, MBA

2. Rapid Growth of Community Colleges • Every state is faced with an enrollment boom • Classroom space is at a premium • Waiting lists have developed for on-ground programs; online programs are increasing • President Obama’s proposed plan will lead to the number of grads increasing by five million in 2020.

3. Rapid Growth of Community Colleges • Almost 40% of 18-24 year olds in 2008 were in college • Rise was largely driven by community college enrollments (Lewin, 2009) • 79% of entering students plan to earn associate degree, but only 45% meet the goal in 6 years (Center for Community College Student Engagement, 2006)

4. Meeting the Challenge through Professional Development • This is a period of shrinking budgets and increasing enrollments • Resources must be focused on practices that work • Professional development must be directed at staff, faculty, administrators, and governing boards • Focus here is on faculty development

5. Faculty and Effective Teaching • Faculty are the heart and soul of the American community college (Hardy, 2006) • “Real teaching is what community colleges do and student learning is the goal.” (Twombly, 2005) • Because of this, the norms of what defines quality are different for community colleges because their focus is teaching. (Twombly, 2005)

6. Faculty and Effective Teaching • There exists a problem in attracting and retaining qualified faculty (Jacobson, 2004) • Need to attract, develop, and retain excellent community college faculty has never been greater (Waiwaiole & Noonan-Terry, 2008) • Increasing need for effective faculty, both online and on-ground (Waiwaiole & Noonan-Terry, 2008)

7. Faculty and Effective Teaching • Quality of faculty is single most defining element in institutional success (Palmer, Dankoski, Smith, Logio, Butkiewicz & Bogdewic, 2011) • Faculty shortage leads to increased use of part-time (adjunct) faculty • 67% of CC faculty are part-time (Grappa, 2007) • Faculty typically receive little or no formal training in teaching (McShannon, Hynes, Nirmalakhandan, Venkataramana, Ricketts, Ulery , & Steiner, 2006)

8. Faculty and Effective Teaching • 33-90% of faculty at CCs spend “little or no time facilitating group discussion or assigned in-class writing.” • 33% of faculty at CCs report spending most of their time lecturing. • Two-thirds of CC students report that memorization of materials is the focus of the class. Center for Community College Student Engagement (2006)

9. Professional Growth and Development • Part-time faculty (adjuncts) often have multiple jobs and resort to expediency to accomplish their job (Brewster, 2000) • Adjuncts (and some full-time faculty) may not have well developed teaching skills – need development • Inclusion in faculty development events may lead to satisfaction and less faculty attrition

10. Importance of Faculty Development • Retention of adjuncts benefits the institution. • Rapidly expanding student population can be served • Adjuncts bring flexibility to scheduling • Adjuncts benefit the institutional budget • But, part-time faculty who face poor training and low pay do not develop institutional loyalty

11. Professional Growth and Development • Diverse populations in community colleges require particular understanding and teaching skills • Mentorship programs are effective • Online adjuncts need training • Training in the modality • Training in the pedagogy (Miller & King, 2003) • Effective training is rare (Ko & Stevens, 2004)

12. Professional Growth and Development • Regardless of the course modality, the most important variable for course success is the instructor (Miller & King, 2003). • Effective faculty development addresses faculty as adult learners (Lawler & King, 2001) • Principles of adult learning must be incorporated, including opportunities for reflection (James & Binder, 2010)

13. Community College Faculty Development Fugate & Amey (2000) found: • Typical community college faculty development includes: • faculty orientation • master teacher workshops • Brown bag sessions on teaching and learning • video conferences on learning • Typical institutional resources: • Educational technology center/department • Center/Department/Institute for Teaching and Learning

14. Community College Faculty Development • Pankowski (2004) reported: • Faculty report lack of training on pedagogy • Only 20% received training in active learning and student collaboration • More recent studies have tended to confirm these and similar issues (Haber & Mills, 2008)

15. Community College Faculty Development • Barrett, Bower & Donovan (2007) looked at teaching styles of community college faculty • Teacher-centered focused on transmission of knowledge as in lecture • Learner-centered classes had shared participation of faculty and learners • Higher student retention in learner-centered environment. • Center for Community College Student Engagement. (2010): “Effective teaching and meaningful learning: They are the heart of student success.” (p.4)

16. Community College Faculty Development Key findings from the 2010 CCCSE report: • “Instructors … must be given the opportunities necessary to learn more about effective teaching strategies and to apply those strategies in their day-to-day work.” • “Any effective strategy for dramatically increasing college completion must include a substantial commitment to professional development for individual faculty members and for college teams.” Center for Community College Student Engagement. (2010), p. 16-17

17. Community College Faculty Development Key findings from the 2010 CCCSE report: • “Professional development can help more faculty members become skilled and comfortable using more engaging teaching strategies.” • “Given that about two-thirds of community college faculty members teach part-time, opportunities to expand instructors’ skills and collaborative faculty efforts must be extended to include all faculty.” Center for Community College Student Engagement. (2010), p. 17

19. Principles of Adult Learning • Active involvement • Opportunities for dialogue • Regular feedback • Incorporation of life experiences • Relevancy • Application immediacy • Creation of a social environment • Opportunities for reflection

20. Principles of Adult Learning • Principles of adult learning must be incorporated into faculty development, including opportunities for reflection (James & Binder, 2010)

21. Programs Incorporating the Principles • Adjunct Faculty Certification Course (Sinclair Community College – Ohio) Five sessions • Provides toolbox of presentation techniques • Knowledge of campus and policies • Peer reviews of teaching • Mentoring from other faculty • Provides immediate application, regular feedback, social networks, relevancy, and opportunities for dialogue

22. Programs Incorporating the Principles • The Learning Loft (Eastfield College – TX) • Provides high tech space for faculty to develop technology skills • Provides opportunities for collaboration • Provides opportunities for immediate feedback • Provides one-on-one training and support in curriculum development • Faculty can earn professional development credits for their time

23. Programs Incorporating the Principles • CREOLE (Creating Optimal Learning Environments – Florida State College at Jacksonville • Faculty development provided online • Frequent feedback given in the program • Stipend paid to faculty for completion • Upon completion, faculty eligible to be paid at the same per credit hour rate as full-time faculty

24. Programs Incorporating the Principles • The Classroom Research Initiative – The Lone Star College System (TX) • Faculty explore how to use data to design their own classroom experiences • Centers on individual data analysis • Provides individual action plans for faculty • Results are shared with colleagues • Relevancy for faculty is a key

25. Reflections • Faculty development is ongoing. Faculty development is a process, not a one-time event (Reach, 1994). • It starts with orientation but does not end there. McGregor (2002) states "positive change in pedagogy comes through a sustained faculty development program that focuses on learning outcomes" (p. 724). • High performing CCs invest in faculty development. Effective teaching is not intuitive; it is a learned skill. Both full-time and adjunct faculty need faculty development.

26. Reflections • What does “good teaching” look like at your institution? • It is not “I know it when I see it.” • Define intended outcomes from faculty development; measure results. • Think in terms of Deming’s Plan-Do-Check-Act cycle. • Good teaching comes from intentional development of faculty in how to teach well. • “Steal” good ideas from others, most institutions will share if asked; share your successes with others.

27. Reflections • Carrots work better than sticks, but mandating activities may be necessary. • Reward/acknowledge continuing development progress for emphasis and reinforcement. • Stipends/CE credits/Certificates each can work. • Consider formal presentation of recognitions at institutional meetings. • Include in institutional announcements about faculty accomplishments.

28. Reflections • Enhance the status of your best teachers through role recognition: • peer mentor/master teacher/advanced facilitator, etc.; whatever fits your institutional culture. • Consider them to conduct your peer observations/reviews. • Reward/reinforce desired behavior; show that good teaching is both desired and valued. Remember: Faculty are adult learners too 

29. Fodder for Discussion  Briefly describe a successful faculty development experience at your institution: Why was it successful? What did it attain? What did you learn from this?

30. For more information… For more information about effective faculty development contact: Suzanne.james@waldenu.edu David.binder@waldenu.edu Thank you

31. References • Allen, I. E. & Seaman, J. Online Nation: Five Years of Growth in OnlineLearning. Retrieved November 29, 2007, from http://www.sloanc.org/publications/survey/pdf/online_nation.pdf • Allen, I. E. & Seaman, J. (2008). Staying the course, online education in the United States. Needham, MA: Sloan Consortium. • Barrett, K R., Bower, B., & Donovan, N. (2007). Teaching styles of community college instructors. The American Journal of Distance Education, 21(1), 37-49. • Boggs, G.R. (2003). Leadership context for the twenty-first century. In W. Piland & D. Wolf (Eds.). New Directions for Community Colleges No. 123, 15-25. San Francisco: Jossey-Bass. • Brewster, D. The use of part-time faculty in the community college. Inquiry, 2000, 5(1), 66-76. • Center for Community College Student Engagement. (2006). Act On Fact: Using Data To Improve Student Success (2006 CCCSE Findings). Austin, TX: The University of Texas at Austin, Community College Leadership Program

32. References (cont’d) • Center for Community College Student Engagement. (2010). The Heart of Student Success: Teaching, Learning, and College Completion (2010 CCCSE Findings). Austin, TX: The University of Texas at Austin, Community College Leadership Program. • Christensen, C. (2008). The employment of part-time faculty at community colleges. New Directions for Higher Education, 143, Fall 2008. • Fugate, A. L. & Amey, M. J. (2000). Career stages of community college faculty: a qualitative analysis of their career paths, roles, and development. Community College Review, 28 (1), 1-22 • Goodnough, A. (2009, October 28). New meaning for night class at 2-year colleges. The New York Times, p. 27. • Grappa, J.M., Austin, A. E., & Trice, A. G. (2007). Rethinking faculty work and workplaces: Higher education’s strategic imperative. San Francisco: Jossey-Bass. • Haber, J. and Mills, M. (2008). Perceptions of barriers concerning effective online teaching and policies: Florida community college faculty. Community College Journal of Research and Practice, 32: 266–283

33. References (cont’d) • Hardy, D. E. (2006). Characteristics and perspectives of faculty at public 2-year colleges. Community College Journal of Research and Practice, 30, 787-811. • Jacobson, J. (January 29, 2004). Number of new high-school graduates is projected to rise over all, but decline in some states. Retrieved January 29, 2004, from http://chronicle.com/daily/2004/01/2004012901n.htm. • James, S.G. & Binder, D.A. (2010). Online faculty as adult learners: Faculty development that works.National Forum of Educational Administration and Supervision Journal, 27(3), 44-51. • Lewin, T. (October 30, 2009). College Enrollment Set Record in 2009. The New York Times, p. 30. • McGregor, J. (2002). Getting to the heart of assessment: The liberal studies/professional skills program at Inver Hills Community College. Community College Journal of Research and Practice, 26, 723-735

34. References (cont’d.) • McShannon, J., Hynes, P., Nirmalakhandn, N., Venkataramana, G., Ricketts, C., Ulery, A., & Steiner (2006). Gaining retention and achievement for students program: A faculty development program. Journal of Professional Issues in Engineering Education and Practice, July 2006. • Palmer, M., Dankoski, M., Smith, J, Logio, L., Brutkiewicz R. & Bogdewic, S. (2011). Exploring changes in culture and vitality: The outcomes of faculty development. Journal of Faculty Development, 25(1), 21-27. • Pankowski, P. (2004). Faculty training for online teaching. THE Journal, September 1, 2004. Retrieved from http://thejournal.com/Articles/2004/09/01/Faculty-Training-for-Online-Teaching.aspx • Reach, J. (1994). Developing faculty development programs: A view from the chair. Journal of Counseling & Development, 72, 511-513

35. References (cont’d.) • Twombly, S. B. (2005). Values, policies and practices affecting the hiring process for full-time arts and sciences faculty in the community colleges. Journal of Higher Education. 76(4), 423-446. • Waiwaiole, E. N. & Noonan-Terry, C.M. (2008). The need to equip, prepare community college faculty has never been greater. Paper presented at 28th annual NISOD International Conference on Teaching & Leadership, Austin, TX.