Linking faculty development to community college student achievement: a mixed methods approach

Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving...

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Bibliographic Details
Published in:Community college journal of research and practice 2016-02, Vol.40 (2), p.85-99
Main Authors: Elliott, Robert W., Oliver, Diane E.
Format: Article
Language:English
Subjects:
Academic Achievement
Administrators
College Faculty
Community Colleges
Correlation
Documentation
Faculty Development
Interviews
Learning
Mixed Methods Research
New Mexico
Nursing Students
Observation
Professional development
Radiology
Surveys
Teacher Effectiveness
Teaching Methods
Two Year College Students
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Summary:Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed.
ISSN:1066-8926
1521-0413
DOI:10.1080/10668926.2014.961590