Two -year colleges offering baccalaureate programming: Faculty development and support needs

2007 2007

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Abstract (summary)

The purpose of the study was to identify what faculty support and development was required for traditional two-year college instructors to transition to a faculty that could deliver upper-division baccalaureate programming. The study was conducted at a former two-year institution that was developing and delivering four-year programming. The quantitative part of the study used a survey to examine what faculty support and development was important as a two-year institution developed and implemented upper-division curriculum. The qualitative part of the study used interviews to expand and clarify the results from the quantitative study.

There were several conclusions drawn from the study. Overall, the respondents and informants to the study indicates that support and development for faculty regarding the preparation and delivery of upper-division courses was important. They also indicated that any development strategies undertaken needed to be supported on an ongoing basis by the institution.

Respondents and informants in the study indicated that professional activities for faculty were important in the development and delivery of upper division courses. The activities included workshops, conferences, content expertise upgrading, formalised peer interaction, faculty and student research and external professional contact.

Respondents and informants also suggested that faculty required more time to prepare and deliver upper-division courses versus lower-division programming. As a result, institutions needed to plan additional faculty time for preparation, grading, professional activities, and faculty and student research where required.

There were several faculty resource challenges for two-year institutions implementing four-year programming. Increased resources were needed to support workload adjustments, library resources, technology support, faculty and student research and increased access to professional activity such as conferences and workshops.

Overall, respondents and informants identified that faculty support and development was required to implement and sustain four-year programming at a former two-year school. Professional activities, workload considerations and resource increases were all important parts of the faculty support and development strategy.

Indexing (details)

Community colleges;
School administration;
Higher education
0275: Community colleges
0514: School administration
0745: Higher education
Identifier / keyword
Education; Baccalaureate; Faculty development; Two-year colleges
Two -year colleges offering baccalaureate programming: Faculty development and support needs
Ross, David G.
Number of pages
Publication year
Degree date
School code
DAI-A 67/11, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
Seagren, Alan T.
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
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