The Conceptualization And Development Of A Staff Development Model For Community College Part-Time Faculty

Purpose. The purpose of the study was to provide data which could be used in the conceptualization and development of a staff development model for community college part-time faculty. A series of questions, based on a review of literature and advisory committee suggestions, were developed and served as a basis for the study; Study Procedure. The procedure for the conduct of the study involved a review of literature and a questionnaire survey of community college professional staff. Collected data was tabulated, analyzed, reported as descriptive information and used in the development of a training model for part-time faculty; Findings. The data indicated that community college part-time faculty training needs could be identified and placed into a prioritized arrangement of major categories. These included: (1) mission of the community college, (2) instructional development and delivery, (3) legal aspects of education, and (4) classroom and lab management of education. A further result of the data analysis was the identification of specific staff development components which were ultimately used in the design of a training model. These included: (1) administration of the training, (2) determination of the training needs, (3) development and organization of curriculum components, (4) identification of populations to be served, (5) logistics of the training program, (6) funding, and (7) support services. A final result of the study included the identification of optimum desirable conditions for the conduct of staff development activities; Conclusions. The following conclusions resulted from the study: (1) There is a recognized need by professional community college staff that effective in-service staff development for part-time faculty is desirable. (2) That specific staff development needs can be identified by part-time faculty. (3) That a model for the staff development of part-time faculty can be developed from identified training needs. (4) That optimum desirable conditions for the conduct of staff development training can be identified. (5) That differences among community college staff do exist with respect to part-time faculty staff development needs.