A program review of the new faculty development program at Delaware Technical Community College
Date
2018
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Publisher
University of Delaware
Abstract
This Education Leadership Portfolio (ELP) explores the New Faculty Development (NFD) program at Delaware Technical Community College. The program has undergone a series of redesigns; this study considers the evolution of the program and examines the most recent updates in the initial implementation phase. I collected data from several sources to evaluate the program’s effectiveness. To inform the problem, I considered previous data on the program, professional literature, and the program process and proposal for the most recent redesign. Additional data derive from different environments for observation including a series of face-to-face colloquia and the online learning environment through a learning management system (LMS). As a participant-observer, I drew conclusions about the alignment of this program with evidence-based practices for professional development of in-service instructors as well as standards for professional learning. I also considered the perceptions of program alumni spanning the past six years. Finally, I conducted focus groups with current participants at the end of their first semester to gauge their satisfaction with the program. ☐ While various aspects of this program are sound, I offer recommendations to administrators and program leaders to further enhance the program. First, based upon a preliminary program evaluation, I determined that data was not a central component of shaping the program content nor was it used to evaluate program effectiveness. Secondly, although the program has evolved to focus on critical content, the analysis of data reveals that the new knowledge and skills are not applied to the participants’ respective classroom and students. They are practicing skills and reviewing resources as assignments in the courses, but do not transfer the knowledge. Since this is the ultimate goal of professional development, the program designers must find more opportunity for job-embedded, authentic learning. Likewise, the concept of job-embedded learning will address other concerns participants shared such as relevance and meaningfulness of the program content and time dedicated to the content. I presented these findings to the Vice President for Academic Affairs and the Vice President for Instruction and Technology in order to induce change and enhance the program for future semesters and participants. ☐ To maximize the program’s efficacy, given the dedication of College resources, I proposed four overarching recommendations. First, it is essential that the program leaders communicate with key stakeholders regarding the program’s latest iteration. Second, a focus on data would enhance the program. For example, the Center for Creative Instruction (CCIT) team should conduct a needs-based assessment for incoming faculty to determine their prior knowledge. The team should then consider this data when designing activities and selecting topics for colloquia. Likewise, program leaders should determine how they will measure the effectiveness of the program. Third, it is essential that participants move beyond learning about teaching to employing the techniques in their teaching. I propose a menu of job-embedded techniques based on the interactions I observed and feedback I received. Finally, by coupling data about participants and students’ needs with authentic learning, I hope to ensure enduring understandings about teaching and learning that impact student success.
Description
Keywords
Education, Community college, Faculty, Higher education, Professional development