The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Community college faculty have experienced a shift in focus from access to access and student success. Given this shift in responsibility for student learning, community college faculty should be sufficiently prepared to teach a diverse student body and subsequently uphold beliefs regarding their ability to bring about desired outcomes of student engagement and learning. Given preparedness is a measure of self-efficacy, professional development for community college faculty is a critical investment in the support and development of teacher efficacy and faculty skill. Social learning theory specifically speaks to a means of increasing self-efficacy. As a professional development practice, social learning allows for participants to share problems, ideas, viewpoints, and collaboration towards solutions. Faculty development grounded in social learning theory may serve as a viable option for community college faculty to learn best practices in teaching and learning via social influence and social reinforcement. Therefore, the purpose of this study was to determine the effect, if any, of professional development modeled upon social learning theory on community college teacher efficacy. Administrators and faculty developers may find the results of this study useful as they make decisions about program design and resource allocation. A pre-experimental, one-group pre- and post-test research design using the Teacher’s Sense of Efficacy Scale was used to measure the effectiveness of a faculty development treatment on teacher efficacy beliefs in the constructs of classroom management, student engagement, and instructional strategies. This method enabled a comparison of efficacy levels prior to and after participation in faculty professional development as a means to determine any potential influence. Data were analyzed by employing dependent and independent sample t-tests to determine differences in teacher efficacy mean scores over time. Findings indicated no significant differences in pre- and post-test scores for overall teacher efficacy and efficacy in the constructs of classroom management, student engagement, and instructional strategies. However, there was a significant difference in overall teacher efficacy scores after participating in the faculty development treatment between new and experienced faculty. From these findings, three themes were drawn that provide specific recommendations for community college faculty development program design

The Born Versus Made Debate An Examination Of Community College Instructors\u27 Beliefs And Teaching Practices

Research on the development of K-12 teachers’ beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of information pertaining to the development of community college instructors’ beliefs and approaches. The purpose of this study was to investigate the relationship between pre-tenure community college instructors’ beliefs about teaching and learning, their approaches to the learning process, and the training they receive via a professional development program specifically established to provide training in teaching methods, pedagogy, curriculum, and/ or instruction. Forty community college instructors going through an established three-year tenure process completed a revised version of the Approaches to Teaching Inventory (ATI-R) created by Trigwell and Prosser (1998). Data analysis revealed that there was no difference in the scores of instructors who had participated in the professional development program on teaching and learning and those instructors who had no exposure to courses that focused on teaching and learning. Further, findings suggest that instructors’ participation in the courses is not related to their beliefs or teaching approaches. iii The findings of this study warrant a closer examination of programs designed to provide higher education instructors with training in pedagogy and instruction. Additionally, the findings present an opportunity for professional development programs to improve current practice

Actualizing The Seventh Generation Prophecy In Teacher Education: A Case Study Of Preparing Teachers At A Tribal College

The purpose of this case study was to conduct a descriptive analysis of a teacher education professional educator licensure program for American Indian pre-service teachers at a tribal college. The professional educator was generally defined as one who completed a state-approved teacher education program and met state licensure requirements, including standardized testing requirements. The case study describes the context of a tribal college teacher education program and the dimensions of the program. Included are an analysis of documents, processes, and, most important, perspectives from the program graduates of the dimensions that contributed to their successful completion of the program, and meeting state licensure requirements, and factors that should be considered to strengthen the program for future teacher candidates, as well as those they felt were less significant. Participants in this case study were 10 American Indian graduates of the tribal college elementary education baccalaureate program that was the setting for the case, all of whom have met state licensure requirements, and are currently practicing teachers. In addition, five faculty members from the same tribal college were included as participants to provide their perspectives. Results from a series of qualitative surveys indicated four primary themes as contributing to the participants becoming licensed teachers: (1) rigorous program with high expectations for performance; (2) student financial grant support; (3) extensive professional development opportunities; and (4) competent, caring faculty in diverse settings. In addition to the survey results, an overall theme, committed student and supportive program, was identified from analyses of individual interviews of participants based on their perspectives as students. The individual interview responses of the graduate participants, Tribal descendants who are overcoming diversity and fulfilling their roles of mending the broken hoop, included a wealth of insight into the participants\u27 experiences in their journey to becoming professional educators, actualizing the Seventh Generation prophecy, and making a difference in the lives of numerous children and their families. Their invaluable perspectives include implications for tribal, public, and private institutions of higher education intent upon increasing the number of licensed American Indian professional educators in classrooms throughout the United States

Why Did My Mentor Teacher Only Give Me a Credit?: The Lonely Task of Grading Your Pre-Service Teacher

The placement of pre-service teachers in schools to integrate theoretical learning with practical experience is an integral component of many tertiary education courses. Issues with both the reliability and validity of assessment grades in a workplace environment suggest a call to strengthen the level of academic rigour of these placements. In this study, professional development lecturers in one education program [Avondale College of Higher Education, NSW] constructed a standardsbased grading rubric designed to assist mentor teachers assess the performance of pre-service teachers. After implementation of the rubric for two Professional Experience sessions, mentor teachers were surveyed to assess the effectiveness and usefulness of the grading rubric. Results from quantitative and qualitative data found the grading rubric to be a vital tool in the assessment process. Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of mentor to pre-service teacher feedback. This research asserts that the assessment grading rubric was a useful tool for all three parties concerned: the course supervisor, the mentor teacher and the pre-service teacher

Student Retention at the Community College Level

Student retention has been a serious issue for many community colleges globally for several decades. In a community college in Jamaica, persistence rates have been steadily declining within the last several years. The purpose of this study was to investigate students’ experiences with the pre-college program that was designed to prepare students to enter and successfully complete college undergraduate programs. Astin’s conceptual framework on involvement was used for this qualitative project study. Key questions for this study included what in-class experiences and what student support services students participating in the pre-college program perceived to be most useful to their college preparation. Seven students enrolled in the pre-college program completed the open-ended section of the survey, which was transcribed, and a secondary analysis of de-identified students survey responses conducted. The data were coded and analyzed using the NVivo. The findings revealed three major themes: 1) student intention, 2) social integration, and 3) institution policies (support). The results and recommendations were used to create a 3-day professional development for the educators and staff of the site. The project included the forming of an online professional learning community centered around bridging the gap between pre-college and college readiness for transitioning into the baccalaureate college level using structured advisement. Once implemented, this project will positively impact pre-college students and their success in transitioning to a college academic program. It should also significantly influence the involvement of faculty and staff in activities that favor social integration and institutional policies and promote positive social change so that student retention may be improved

Redesigning the Harlaxton College Resident Assistant Training Program

This paper addresses the need for a comprehensive Resident Assistant (RA) training program for RAs participating in a study abroad program that includes both pre-departure and on-site trainings. This approach will “support students throughout the study abroad experience, highlighting ways to transform experiences into academic, personal, and professional growth” (Peterson et al., 2011). The program described here will be implemented beginning with the Fall 2015 cohort of RAs from Harlaxton College. Harlaxton College is a residential study abroad site in Grantham, United Kingdom that hosts approximately 160 students from U.S. universities each semester. This training program seeks to provide necessary resources for RAs and aid in developing the skills they will need to be successful during their study abroad semester and beyond. If diligently overseen, residence life can be an ideal avenue for promoting student development. Likewise, RAs are an indispensable part of residence life. By improving the existing RA training program at Harlaxton College, these student leaders will be better able to influence positive development in their peers, themselves, and the study abroad program as a whole. Through the use of experiential learning techniques and customized training curriculum, participants will take part in a program that is designed to fit the needs of their position as well as the demanding schedule of a study abroad student. While the trainings will be facilitated by site staff, “he learner role in this partnership involves active engagement in learning or work [and] taking initiative and responsibility for one’s learning or actions” (Baxter Magolda, 2002, p. 8). The purpose of this paper is to produce a training program that can be utilized not only in education abroad or residence life settings, but by any organization which seeks to provide a comprehensive training regimen for participants who may be geographically separated from one another and their facilitators during the pre-departure phase

Analysis of a STEM Education Professional Development Conference for Pre-service Educators

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM pedagogy, and focused on innovative classroom resources, hands-on learning and increasing content confidence when incorporating STEM into classroom instruction. iSTEM 2017 was held in February, 2017, and offered twenty refereed presentations and workshop sessions, a keynote address, and a closing session to over 200 pre-service teachers. Conference participants chose sessions, participated in game-like experiences and shared their learning with each other as well as with conference organizers. Results from participant self-reported surveys were analyzed to measure the impact of the conference on improving participants’ confidence in teaching STEM topics, and their attitudes about the instructional methods. These results were added to the conference proceedings, which also contain documentation of each iSTEM 2017 session. Findings suggest that the iSTEM 2017 conference had an overall positive impact on participants’ familiarity with STEM education, their belief in the importance of STEM education, and their confidence to integrate STEM education into future instructional practices

Using Professional Development to Build Pre-Service Teachers\u27 Self-Efficacy for Helping Students with Posttraumatic Stress Disorder to Learn

The current study determined if a professional development on PTSD would improve pre-service teachers’ self-efficacy for helping students with posttraumatic stress disorder (PTSD) to learn. Participants consisted of 59 college students from one large, comprehensive, Mid-Southern university who were enrolled in an education program and an educational psychology course. Using a quasi-experimental method, participants either received the PTSD professional development (treatment) or regular instruction (control group). All participants completed a measure of demographics, a pre-test measure of selfefficacy for helping students with PTSD to learn, which was further dissected into four constructs (i.e., self-efficacy for identifying students with PTSD, adapting instruction to maximize learning, creating a safe and secure environment, and finding help), and a posttest measure of the same self-efficacy items. A one-way MANOVA indicated statistically significant differences between the two groups in self-efficacy for identifying students with PTSD. Furthermore, a paired-samples t-test revealed that the treatment groups’ selfefficacy scores on all four constructs significantly improved from pre- to post-test. Information is offered to support this finding; additionally, possible reasons for nonsignificant findings are discussed

Self-concept, racial identity development and the perception of the graduate and professional educational experience among African-American female college students planning to pursue advanced degrees: A correlational study

The purpose of the study was to investigate the relationship among self-concept, racial identity development, and perceptions of the graduate and professional educational experience of African American female college students planning to pursue advanced degrees. The researcher explored the relationship among the factors to determine if they were predictive of the pursuit of advanced degrees among African American female college students. The investigation would provide counselors, educators, and administrators with information which could positively impact the enrollment and retention of African American women in advanced degree programs.;A sample of 85 graduating African American female college seniors at a very selective, private, historically Black institution was studied. The institution selected has historically produced a high number of African American female students who pursued advanced degrees upon graduation. Data were gathered utilizing the Tennessee Self-Concept Scale, the BRIAS Social Attitude Scale-Revised, a researcher developed Graduate and Professional School Perception Survey and a demographic questionnaire. The student\u27s plans of pursuit were assessed using five items from the demographic questionnaire (acceptance, attendance, entrance exam, cumulative grade point average, enrollment).;It was hypothesized that (1) a significant relationship existed between self-concept and plans to pursue advanced degrees, (2) a significant relationship existed between racial identity development and plans to pursue advanced degrees, (3) a significant relationship existed between perception of the graduate and professional educational experience and plans to pursue advanced degrees, (4) a significant difference existed between advanced degree program pursued and the three independent variables, and (5) a significant difference existed between definite and tentative plans to pursue groups and the three independent variables.;In general, the results revealed four significant relationships and no significant evidence of discrimination. Significant relationships existed for self-concept (social self-concept) and cumulative grade point average; two measures of racial identity development (pre-encounter and encounter), pre-encounter and acceptance and encounter and enrollment; and the perception of the graduate and professional educational experience and acceptance.;Additional investigations that focus on the complexities of the independent variables with a more diversified sample of African American women may reveal significant findings relating to self-concept, racial identity development, and perceptions of graduate and professional schools