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Adjunct faculty development: A crit...

Snell, Cindy L.

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Adjunct faculty development: A critical study of the basis for faculty development in a private technical college.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Adjunct faculty development: A critical study of the basis for faculty development in a private technical college./
作者:	Snell, Cindy L.
面頁冊數:	120 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-01, Section: A, page: 0084.
Contained By:	Dissertation Abstracts International64-01A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3078977

Adjunct faculty development: A critical study of the basis for faculty development in a private technical college.
Snell, Cindy L.

Adjunct faculty development: A critical study of the basis for faculty development in a private technical college. - 120 p.

Source: Dissertation Abstracts International, Volume: 64-01, Section: A, page: 0084.

Thesis (Ph.D.)--Capella University, 2003.

Faculty development programs are important to higher education quality, yet adjunct faculty may not benefit from programs designed for fulltime faculty. Understanding adjunct faculty training needs prior to designing a development program may increase the overall effectiveness of adjuncts. It is hypothesized that the results of this study will indicate that an individualized development program will be needed to satisfy the development needs of the college's adjunct faculty. Literature discusses history of faculty development, provides analysis of faculty development studies, provides development program benchmarks, and reviews the predicament of adjunct faculty. Case study methodology and qualitative analysis reveals a needs analysis methodology that other colleges may use in determining the specific training needs of their adjunct faculty.Subjects--Topical Terms:

543175
Education, Higher.

Adjunct faculty development: A critical study of the basis for faculty development in a private technical college.
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520 $a Faculty development programs are important to higher education quality, yet adjunct faculty may not benefit from programs designed for fulltime faculty. Understanding adjunct faculty training needs prior to designing a development program may increase the overall effectiveness of adjuncts. It is hypothesized that the results of this study will indicate that an individualized development program will be needed to satisfy the development needs of the college's adjunct faculty. Literature discusses history of faculty development, provides analysis of faculty development studies, provides development program benchmarks, and reviews the predicament of adjunct faculty. Case study methodology and qualitative analysis reveals a needs analysis methodology that other colleges may use in determining the specific training needs of their adjunct faculty.
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