%0 Thesis %1 warpeha_effects_1991 %A Warpeha, Frances X. Cabrini %C Toledo, OH %D 1991 %K ADMINISTRATION, ADULT AND CONTINUING EDUCATION, Higher, %T The effects of faculty development practices as perceived by faculty and administrators in a small private, developing, liberal arts college %X This study was designed to single out the components of faculty development; namely, teaching expertise, personal values, and support systems; as perceived by faculty and administrators. The importance attached to these components, their usefulness, and their focus as a mechanism to assist faculty comprised the prime target of the study. It was conducted at a small, private, liberal arts college in Northwest Ohio. A survey instrument, based on the three components, was constructed and sent to 87 administrators and faculty members associated with the college. Administrators and faculty members agreed that teaching expertise and support systems are very important in a desirable faculty development program. Examination of personal values was not considered important. The practices considered under the topic of teaching expertise could generally be identified as dealing with student learning. Relative to the topic of support systems, both administrators and faculty strongly upheld the provision of financial support for various practices. Both groups expressed a preference for small seminars, workshops, and individualized approaches. Faculty development and renewal were defined in terms of practices. Faculty development definitions can be categorized as teacher-based, faculty-based, and institutional-based. Both administrators and faculty agreed that the teacher as instructor is important in defining faculty development. Most respondents saw renewal as different from faculty development, but defined it in similar ways. Recommendations were made to administrators, faculty, and to institutions, namely, small liberal arts colleges. They specifically dealt with practices and programs that affect the faculty member as an instructor, and the institution as responsible for instruction. Cooperative efforts of administrators and faculty at promoting faculty development practices should be a matter of highest priority, constantly responding to individual needs and promoting excellence. A committee established by the President should plan a program that in1cludes: goal setting, financial support, individualization of each faculty member's development; college-sponsored activities; guidelines to inaugurate required activities; a reasonable yearly budget; a broad-based selection of activities; and an evaluation mechanism.

@phdthesis{warpeha_effects_1991, abstract = {This study was designed to single out the components of faculty development; namely, teaching expertise, personal values, and support systems; as perceived by faculty and administrators. The importance attached to these components, their usefulness, and their focus as a mechanism to assist faculty comprised the prime target of the study. It was conducted at a small, private, liberal arts college in Northwest Ohio. A survey instrument, based on the three components, was constructed and sent to 87 administrators and faculty members associated with the college. Administrators and faculty members agreed that teaching expertise and support systems are very important in a desirable faculty development program. Examination of personal values was not considered important. The practices considered under the topic of teaching expertise could generally be identified as dealing with student learning. Relative to the topic of support systems, both administrators and faculty strongly upheld the provision of financial support for various practices. Both groups expressed a preference for small seminars, workshops, and individualized approaches. Faculty development and renewal were defined in terms of practices. Faculty development definitions can be categorized as teacher-based, faculty-based, and institutional-based. Both administrators and faculty agreed that the teacher as instructor is important in defining faculty development. Most respondents saw renewal as different from faculty development, but defined it in similar ways. Recommendations were made to administrators, faculty, and to institutions, namely, small liberal arts colleges. They specifically dealt with practices and programs that affect the faculty member as an instructor, and the institution as responsible for instruction. Cooperative efforts of administrators and faculty at promoting faculty development practices should be a matter of highest priority, constantly responding to individual needs and promoting excellence. A committee established by the President should plan a program that in1cludes: goal setting, financial support, individualization of each faculty member's development; college-sponsored activities; guidelines to inaugurate required activities; a reasonable yearly budget; a broad-based selection of activities; and an evaluation mechanism.}, added-at = {2018-06-19T15:20:34.000+0200}, address = {Toledo, OH}, author = {Warpeha, Frances X. Cabrini}, biburl = {https://www.bibsonomy.org/bibtex/299d66e8b3a826215b922e53521623e69/prophe}, interhash = {1cdcf34a0ef19ac71b9aebfbaa969462}, intrahash = {99d66e8b3a826215b922e53521623e69}, keywords = {ADMINISTRATION, ADULT AND CONTINUING EDUCATION, Higher,}, school = {The University of Toledo}, shorttitle = {The effects of faculty development practices as perceived by faculty and administrators in a small private, developing, liberal arts college}, timestamp = {2018-06-19T15:20:34.000+0200}, title = {The effects of faculty development practices as perceived by faculty and administrators in a small private, developing, liberal arts college}, type = {{PhD} {Thesis}}, year = 1991 }