Significance of Community College Faculty Development Programs Research Paper

Significance of Community College Faculty Development Programs - Research Paper Example Such is the philosophy behind faculty development. Colleges and universities encourage their faculty to engage in studies so they are well-equipped with the knowledge and skills to teach their students, who are mostly young adults who just graduated from high school, or even older adults who choose to keep on pursuing further studies. This paper aims to review, critique, and highlight the practical, and the scholarly significance of faculty development. Specifically, the review documents how faculty development impacts the duties, responsibilities and assigned tasks of faculty members, specifically in two-year colleges. II. Definition of Faculty Development In reviewing the literature, various definitions of faculty development are offered. One is by Nelson (1983): â€Å"Faculty development is any activity that is â€Å"designed to improve faculty performance in all aspects of their professional lives – as scholars, advisers, academic leaders, and contributors to institution al decisions† (p. 70). This definition identifies the roles that the faculty members take on when they assume their positions in their college or university. The roles enumerated reflect heavy responsibilities that require intelligence and skill. Sullivan (1983) agrees with Nelson’s definition in claiming faculty development’s concern in advancing the knowledge in one’s subject matter and mastering one’s own craft as it relates to teaching. Elbe & McKeachie (1985) follow suit in identifying faculty development as â€Å"college and university activities that are designed to "help faculty members improve their competence as teachers and scholars" (p. 35). These definitions point out to improving professional skills of the faculty, but on a more personal note, Rostek... This research illustrates that in reviewing the literature, various definitions of faculty development are offered. One is by Nelson: â€Å"Faculty development is any activity that is â€Å"designed to improve faculty performance in all aspects of their professional lives – as scholars, advisers, academic leaders, and contributors to institutional decisions†. This definition identifies the roles that the faculty members take on when they assume their positions in their college or university. The roles enumerated reflect heavy responsibilities that require intelligence and skill. Sullivan agrees with Nelson’s definition in claiming faculty development’s concern in advancing the knowledge in one’s subject matter and mastering one’s own craft as it relates to teaching. Elbe & McKeachie follow suit in identifying faculty development as â€Å"college and university activities that are designed to "help faculty members improve their competence as teachers and scholars". These definitions point out to improving professional skills of the faculty, but on a more personal note, Rostek & Kadivko add that the faculty’s professional development should include "purposeful learning experiences undertaken in response to individual needs". On a more collective scale, Centra defines faculty development as â€Å"college and university activities that are designed to "renew and maintain vitality of their staff†. Trends and issues in education develop in both breadth and depth. This process is faster due to technology and emerging modes of communication.