A01=Farrell Hoy Jenab
A01=Heidi L. Hallman
Author_Farrell Hoy Jenab
Author_Heidi L. Hallman
Category=JNM
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Faculty Learning Communities
FLCs
JiT
just-in-time faculty development
Scholarship of Teaching and Learning
SoTL
teaching models
Product details
- ISBN 9781475859089
- Weight: 218g
- Dimensions: 144 x 206mm
- Publication Date: 15 Nov 2021
- Publisher: Bloomsbury Publishing Plc
- Publication City/Country: US
- Product Form: Paperback
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Faculty Development: Creating a Collaborative Culture in Community Colleges addresses how faculty developers work with changes and challenges in teaching within the community college context. Using a multi-case study design based on semi-structured interviews, document analysis, focus groups and surveys, the book examines faculty development within six community college contexts. Three of these case studies, conducted before the Covid-19 pandemic, attended to how the Scholarship of Teaching and Learning (SoTL) and Faculty Learning Communities (FLCs) were pillars for faculty development. The other three case studies feature the pivot that faculty developers and faculty made at their institutions in response to the COVID-19 pandemic. In these cases, it is seen how faculty development shifts from long-term, sustained initiatives such as SOTL and FLCs to just-in-time (JiT) faculty development, as well as virtual and collaborative faculty development. As teaching models continue to evolve and faculty development takes hold in community colleges, this book features the role of collaboration as an essential component of faculty development, as well as what supports exist within the community college context to provide faculty with continual professional development.
Farrell Hoy Jenab, EdD, is director of faculty development at Johnson County Community College.
Heidi L. Hallman, PhD, is professor in the department of curriculum and teaching at the University of Kansas. Her research focuses on how prospective teachers are prepared to teach in diverse school contexts.
