Improved Outcomes With Increased Attendance at a Cultural Strengths Webinar Series for Community College Faculty
Fuente:
Wiley Open Access
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Artículo Open Access |
| Veröffentlicht: |
Wiley
2025
|
| Schlagworte: | |
| Online-Zugang: | |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| _version_ | 1867003014094520320 |
|---|---|
| author | Ellen Wasserman Michael J. Sparrow Christine Harrington |
| author_facet | Ellen Wasserman Michael J. Sparrow Christine Harrington Ellen Wasserman Michael J. Sparrow Christine Harrington |
| collection | Wiley Open Access |
| contents | Improved Outcomes With Increased Attendance at a Cultural Strengths Webinar Series for Community College Faculty Ellen Wasserman Michael J. Sparrow Christine Harrington New Directions for Community Colleges ABSTRACT Given the diverse nature of the community college student population, it is important to understand whether faculty development focused on inclusive teaching practices might increase knowledge and ultimately influence teaching practices that can support success for all students. We conducted a program evaluation of a four‐part cultural strengths webinar series that was provided free of charge to community college faculty. We were especially interested in exploring the dosage effect to determine if the number of webinars faculty participated influenced their perception of how much they learned and their intent to use this knowledge to change their teaching practices. Based on survey and interview data, results indicated that most participants found the webinar series valuable and indicated that they planned to modify their teaching practices as a result of participating. Results of a t ‐test indicated that participants who attended two or more sessions ( n = 17) were significantly more likely to report learning more about cultural strengths teaching than participants ( n = 22) who only attended one workshop. However, there were no significant differences between those who attended one or two or more sessions in terms of their responses related to changing their teaching practices. This study provides additional support for sustained rather than one‐time faculty development programs. 10.1002/cc.70032 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| doi_str_mv | 10.1002/cc.70032 |
| format | Artículo Open Access |
| id | wiley_oa_10_1002_cc_70032 |
| institution | Wiley Open Access |
| license_str_mv | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| publishDate | 2025 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Improved Outcomes With Increased Attendance at a Cultural Strengths Webinar Series for Community College Faculty Ellen Wasserman Michael J. Sparrow Christine Harrington New Directions for Community Colleges Improved Outcomes With Increased Attendance at a Cultural Strengths Webinar Series for Community College Faculty Ellen Wasserman Michael J. Sparrow Christine Harrington New Directions for Community Colleges ABSTRACT Given the diverse nature of the community college student population, it is important to understand whether faculty development focused on inclusive teaching practices might increase knowledge and ultimately influence teaching practices that can support success for all students. We conducted a program evaluation of a four‐part cultural strengths webinar series that was provided free of charge to community college faculty. We were especially interested in exploring the dosage effect to determine if the number of webinars faculty participated influenced their perception of how much they learned and their intent to use this knowledge to change their teaching practices. Based on survey and interview data, results indicated that most participants found the webinar series valuable and indicated that they planned to modify their teaching practices as a result of participating. Results of a t ‐test indicated that participants who attended two or more sessions ( n = 17) were significantly more likely to report learning more about cultural strengths teaching than participants ( n = 22) who only attended one workshop. However, there were no significant differences between those who attended one or two or more sessions in terms of their responses related to changing their teaching practices. This study provides additional support for sustained rather than one‐time faculty development programs. 10.1002/cc.70032 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| title | Improved Outcomes With Increased Attendance at a Cultural Strengths Webinar Series for Community College Faculty |
| topic | New Directions for Community Colleges |
| url | https://onlinelibrary.wiley.com/doi/10.1002/cc.70032 |