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PROFESSIONAL DEVELOPMENT ACTIVITIES AND JOB SATISFACTION AMONG COMMUNITY COLLEGE ADJUNCT FACULTY
Title
PROFESSIONAL DEVELOPMENT ACTIVITIES AND JOB SATISFACTION AMONG COMMUNITY COLLEGE ADJUNCT FACULTY.
Creator
Bosley, Michael, Kysilka, Marcella, University of Central Florida
Abstract / Description
This study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to...
Show moreThis study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to increase job satisfaction. The data produced by this study were reviewed to determine, the level of job satisfaction of those adjuncts who attended professional development activities; the degree to which adjunct faculty members attended professional development activities; the reasons why adjuncts attended professional development activities; and how attendance at professional development activities has enhanced adjuncts' teaching performance. Findings showed that adjuncts who attended professional development activities at Valencia Community College were generally satisfied with their jobs. Adjuncts were also satisfied with the professional development activities they attended and many attended more than one activity.
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Date Issued
2004
Identifier
CFE0000241, ucf:46319
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000241
Black Males In Programs For High Achievers At A Community College: Exploring The Qualitative Nature Of Academic Success
Title
Black Males In Programs For High Achievers At A Community College: Exploring The Qualitative Nature Of Academic Success.
Creator
Jones, Gerald, Cintron Delgado, Rosa, Owens, J. Thomas, Butler, Malcolm, Bosley, Michael, University of Central Florida
Abstract / Description
Most of the literature concentrating on Black males, focuses on retention problems that have gone unresolved. The purpose of this study was to explore qualitatively the nature of the academic success of Black males in programs for high achievers at a community college. A detailed literature review was completed, focusing on educational themes such as motivation, high achievers, persistence, and honors programs. The theoretical framework used was GRIT developed by Duckworth (2007). The...
Show moreMost of the literature concentrating on Black males, focuses on retention problems that have gone unresolved. The purpose of this study was to explore qualitatively the nature of the academic success of Black males in programs for high achievers at a community college. A detailed literature review was completed, focusing on educational themes such as motivation, high achievers, persistence, and honors programs. The theoretical framework used was GRIT developed by Duckworth (2007). The researcher used a six-step process as suggested by Moustakas (1994) to determine results. In addition, interviews were conducted with seven Black males who were defined as high achievers. The following six themes were identified from this phenomenology approach: supporting family, starting early, guilt, involvement, no failure, and academic success.
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Date Issued
2018
Identifier
CFE0007021, ucf:52040
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007021
Community College Adjuncts: From Information Seeking to Identity Formation
Title
Community College Adjuncts: From Information Seeking to Identity Formation.
Creator
Hirsch - Keefe, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Bosley, Michael, Biraimah, Karen, University of Central Florida
Abstract / Description
This phenomenological study addressed the transitions of biology and chemistry adjunct faculty, with full or part-time positions outside of academia, as they navigate the transition between their workplaces and the academic environment and also transition toward becoming confident and competent educators. Using the final two stages of Schoening's (2013) Nurse Educator Transition (NET) Model as a framework, this qualitative study examines the transitions of nine biology and chemistry adjuncts...
Show moreThis phenomenological study addressed the transitions of biology and chemistry adjunct faculty, with full or part-time positions outside of academia, as they navigate the transition between their workplaces and the academic environment and also transition toward becoming confident and competent educators. Using the final two stages of Schoening's (2013) Nurse Educator Transition (NET) Model as a framework, this qualitative study examines the transitions of nine biology and chemistry adjuncts at College Alpha, which is a community college located in a southern state. Study findings indicated both degrees of transition, the day-to-day and the overall transition into teaching, impact the overall adjunct experience. The College's involvement with the adjunct and the generational differences between the adjuncts and their students also play a role in the transitions. The literature review addressed the use of the NET Model as a means of examining transitions toward teaching, the roles of adjunct faculty on college campuses, the workplace transition, and the particular needs of Millennial students are also addressed. The study culminated with conclusions about the experiences of the participants, recommendations for future research, and calls for action by community colleges to improve the adjunct experience. A chapter is also included that reflects upon the dissertation writing experience and the challenges of qualitative research not addressed in graduate programs.
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Date Issued
2015
Identifier
CFE0005955, ucf:50801
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005955
Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College
Title
Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College.
Creator
Bentham, Claudine, King, Kathy (Kathleen), Cox, Dr. Thomas, Hopp, Carolyn, Bosley, Michael, University of Central Florida
Abstract / Description
Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's...
Show moreEarly alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.
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Date Issued
2017
Identifier
CFE0006857, ucf:51742
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006857