Amato, Christina

Pajo, Bora

English

Franklin University Scholarly Exchange

Community College Faculty & Competency-Based Education: A Grounded Theory StudyR.Q.1: How do community college faculty experience the transition to competency-based education teaching?  R.Q.1.a. What factors impact transition? R.Q.1.b. Is the perception of competency-based education teaching clouded by faculty   who perceive CBE as a threat to the traditional experience of lecture and teaching?● Qualitative, open-ended survey● 96 respondentsStudy StructureKey Findings: What Drives Satisfaction in TeachingKey Findings: What Drives Dissatisfaction in Teaching Key Findings: The Light Bulb MomentKey Findings: Online and CBE Teaching Introduce Conflict● How instructors describeteachingKey Findings: Online and CBE Teaching Introduce Conflict● How instructors describe digital forms of teaching Grounded TheoryFulfillment Dependency TheoryProfessional fulfillment is linked to resistance to workplace change. When a new fulfillment naturally occurs in the new changing environment, resistance seems to diminish. If built-up dissatisfaction emerges or incrementally increases, so too does resistance to change.Theory of Fulfillment DependencyQuestions?Thank you!Christina Amato & Bora Pajo

The Teaching Profession and Willingness to Teach in Competency-Based Programs

https://fuse.franklin.edu/cgi/viewcontent.cgi?article=1011&amp;context=dsa-conf

The Teaching Profession and Willingness to Teach in Competency-Based Programs

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