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This digest describes faculty and staff development as crucial elements for institutional effectiveness and quality. These programs allow faculty to improve instructional material, keep abreast of new technology and methods, and network with colleagues. When change takes place, perhaps through reorganization, restructuring, or a change in institutional mission, developmental activities can orient new employees and help continuing employees accept and adjust to new realities. For example, in 1993, Hudson County Community College (HCCC) transformed its mission from a limited career-oriented institution, to a comprehensive community college. The college has since devoted its efforts to activities that serve its new goals: community building, professional growth, personal growth, recognition, and appreciation. Like HCCC, community colleges should clarify their goals before implementing developmental programs, and consider faculty and staff participation. They must decide whether a program will focus on the person or their particular role, create a neutral environment if it is to serve all employee categories, determine who is to be served, and obtain advice and support from various sources, including colleagues, committee members, and the college president. Colleges must implement and integrate programs that are responsive to both its employees and the institutional mission. Contains 10 references. (YKH)

Descriptors: College Administration, College Faculty, Community Colleges, Educational Change, Educational Practices, Faculty Development, Institutional Mission, Organizational Objectives, School Personnel, Staff Development, Teaching Methods, Two Year Colleges











Autor: Oromaner, Mark

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9002&id=ED416941







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