Date of Conferral
Doctor of Education (Ed.D.)
A federal Call to Action was mandated to reform community colleges across the nation, challenging college officials to enhance instructional methodology on college campuses towards increasing student completion rates. In addressing this mandate, college officials at the upstate NY community college identified a need for professional development that would increase student learning and enhance the instructional methodologies of facilitating faculty through improved alignment. Accordingly, this study investigated the alignment of faculty instructional effectiveness with the institution's core mission. The purpose of this study was to examine faculty perceptions of the instructional methodologies used to facilitate student learning. Informed by Knowles's theory of andragogy, the research questions examined instructional strategies and existing professional development of the faculty members to explore the problem of faculty alignment. The study employed a qualitative intrinsic case study design, with a purposeful sample of 6 part-time and 2 full-time faculty participants. The data were collected and analyzed through the use of a semi structured Likert-type survey and open-ended interview questions. Utilizing an open coding format, data revealed a lack of computer-based instructional strategies and a need for implementation of technological professional learning opportunities at the college. Faculty expressed desire for professional learning. These findings may inform college officials as to the importance of a professional development growth plan policy, and may contribute to positive social change by increasing student completion rates at the college level.
Antalek, Lisa K., "A Professional Development Approach to Improve Practice at an Upstate Community College" (2014). Walden Dissertations and Doctoral Studies. 47.