Enhancing Community Colleges Through Professional Development. New Directions for Community Colleges, Number 120. J–B CC Single Issue Community Colleges

  • ID: 2212385
  • Book
  • 100 Pages
  • John Wiley and Sons Ltd
1 of 4
Community college professional development programs can be dynamic forces in helping community colleges address significant issues, create solutions for change, and create opportunities for renewal. This issue examines the challenges and rewards of creating an effective professional development program.

Editor Gordon E. Watts, professor of higher education at the University of Arkansas at Little Rock, brings together the research and findings of scholars in the fields of higher education and economics as well as the perspectives of professionals in staff and organizational development at community colleges and community based organizations. Beginning with an overview of the ongoing need for professional development in the community college, its current status, its struggles to become institutionalized as a function in the community college, the issue offers a much needed perspective on professional development′s expanding role and that challenges that it continues to face. Chapter authors illustrate how their institutions have addressed issues through professional development, created institutional change, developed new delivery systems for professional development, reached beyond development just for faculty, and found new uses for traditional development activities.

Faculty development programs examined include orientation programs for new faculty members and programs that address the specific needs of part–time faculty. An analysis of an innovative online faculty development delivery system for both new and part–time faculty is presented along with positive outcomes of the program′s implementation at two separate institutions. Another chapter explores the emergence of teaching and learning centers as catalysts for effective faculty development and institutional change.

Addressing campus development needs beyond faculty, other chapters examine staff development programs that include administration and classified staff as well as comprehensive programs that address professional development across the campus. The highly successful "great teacher" model for faculty development is revisited with descriptions of how the Great Teachers Seminars model can be taken a step further and successfully applied to classified, administration, and organizational development initiatives.

As senior staff and faculty move toward retirement in greater numbers, potential shortages in leadership create the need for effective professional development at leadership levels. Evolution of the Presidents Academy, an innovative professional development program for newly appointed presidents, is examined in detail. Also explored is the need and importance of a renewed focus on leadership development overall and how leadership development strategies can be strengthened to ensure a continuous supply of well–trained community college leaders.

Note: Product cover images may vary from those shown
2 of 4
EDITOR?S NOTES (Gordon E. Watts).

1. Professional Development: Setting the Context (Gordon E. Watts, James O. Hammons)
A perspective on the need for professional development as well as its struggles, current status, and challenges provides the context for the remaining chapters.

2. A New Faculty Orientation Program: Building a Core of New Faculty to Shape the Future of the College (Gerry F. Welch)
In response to current and anticipated faculty retirements, St. Louis Community College developed an extensive and innovative orientation program for new faculty.

3. Part–Time Faculty Development at Johnson County Community College (Helen M. Burnstad)
This chapter features an example of best practice in the development of part–time faculty in community colleges.

4. Web–Based Faculty Development Using Time–Revealed Scenarios (Patrick Nellis, David Hosman, Jeffrey M. King, Cathleen Armstead)
Just as community colleges are making course work available to their students through a variety of delivery systems, so, too, are professional development programs creating on–line means of providing development activities for their faculty.

5. Leading Change Through Faculty Development (Fay Rouseff–Baker)
A professional development system that is faculty owned, faculty driven, and has administrative support can and will change the institution.

6. Classified Staff Development: An Integrated Model (Kay Friesen)
Quality programming and continuous access are the hallmarks of this comprehensive staff development program for classified staff.

7. Presidents Academy: An Evolution of Leadership Development (George R. Boggs, Evelyn L. Kent)
This chapter focuses on the leadership development and recognition programs provided to community college presidents through the Presidents Academy.

8. Leadership Development for the Next Generation (Gordon E. Watts, James O. Hammons)
This chapter addresses the need for leadership development and outlines strategies for enhancing current leadership development practices.

9. College of DuPage Teaching and Learning Center: A Comprehensive Professional Development Program (Karen T. Troller)
This chapter describes a model of comprehensive professional development for all employee groups on a campus.

10. Recent Advances in Retreats: Adapting the Great Teachers Seminar Model to Serve an Entire College (Pam Bergeron, Mike McHargue)
This chapter describes the Great Teachers Seminar model and its use in a variety of settings apart from teaching.

11. Sources and Information: Professional Development in Community Colleges (Ellen Bara Stolzenberg).


Note: Product cover images may vary from those shown
3 of 4


4 of 4
Gordon E. Watts
Note: Product cover images may vary from those shown
5 of 4
Note: Product cover images may vary from those shown