Faculty Development

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.

Jenab and Hallman have written a book that confirms the importance of faculty developers as significant partners in improving the performance of faculty as they strive to become more effective in the classroom. It is a must-read for community college educators who work as, work with, or lead faculty developers responsible for the ongoing professional growth of teachers.--Edward J. Leach, Executive Director, National Institute for Staff and Organizational Development; Assistant Professor of the Practice, Department of Educational Leadership and Policy, The University of Texas at Austin, The faculty in a community college is the engine that makes this complex and comprehensive institution work. But all are not prepared for the task to ensure that the most underprepared and diverse students in all of higher education will succeed. A sound program in faculty development led by highly qualified professionals is the only hope that a community college has to live up to its promise as "Democracy's College." This new book by two seasoned leaders, Faculty Development: Creating a Collaborative Culture in Community Colleges, is the best guide in decades and should become the go-to source for all seriously committed to the continuing development of faculty.--Terry U. O'Banion Ph.D, President Emeritus, League for Innovation in the Community College, and Senior Professor of Practice, Kansas State University, This book is a productive addition to the literature on SoTL, FLCs, and faculty development in community colleges and beyond. The authors provide diverse and informative pre-pandemic descriptions, and faculty developers will find helpful the analysis of change and collaborative approaches taken during the pandemic.--Milton D. Cox, consultant for FLCs, Learning Communities, and SoTL; founder and director emeritus, Original Lilly Conference; editorial board, founder, and editor-in-chief emeritus, Learning Communities Journal and the Journal on Excellence in College Teaching; founder and director emeritus, Center for the Enhancement of Learning and Teaching, Miami University, This book provides an excellent research-based overview of faculty development and methodologies that have proven successful. Beyond its focus on an essential topic, the novelty is that it also takes into account the impact of the pandemic in relationship to faculty development strategies.--Jackie Vietti, President Emeritus, Butler Community College; Facilitator, Kansas Community College Leadership Institute

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.