The purpose of this study was to identify the perceptions of occupational education officers concerning the instructional skills professional development needs for part-time faculty members within the community colleges in the U.S. The types of instructional help part-time faculty members were perceived to need most were concentrated in the following areas: (a) identifying the learning characteristics of students; (b) alternating teaching methods to accommodate different learning styles; (c) participation in webbased instruction, and; (d) participation in distance learning.

The purpose of this study was to identify if differences existed between the perceptions of importance of recruitment techniques as reported by students within baccalaureate automotive technology programs and the faculty members who teach in these programs. Participants in the study were 382 students (Freshmen through Seniors) and 27 faculty members of the eight universities in the United States that offer automotive technology baccalaureate degrees. The survey instrument used in this study employed a scale to measure the perceptions of the students and faculty members concerning the importance of selected recruitment items. Overall, the responses between the faculty and the students were similar. Reputation of the automotive program, reputation of the university, campus visits and high school/community college teacher/counselor were four of the top five most effective recruitment items reported by both groups. Students and faculty differed in that students indicated parent/relatives were more important to them in the recruitment process than what the faculty perceived them to be, and the faculty revealed that friends at the university/community college/ high school, alumni of the university, and articulation or direct transfer from a community college were more important recruitment items than did the students.

ABSTRACT

The purpose of this study was to identify the perceptions of occupational education officers concerning the willingness of part-time instructors in community colleges in the United States to attend professional development opportunities and the best methods and times to deliver these activities. The findings indicate that community colleges should consider providing at least one part-time faculty professional development activity per academic year, scheduling these activities to occur in the evening or at night, during the Fall of the year, as well as factor in the distance and travel times which part-time faculty may encounter when choosing to participate. Community colleges should also consider other sources outside of their own institution to teach part-time faculty professional development activities depending on the topic and the level of expertise required. Intrinsic rewards to promote and maintain participation in part-time faculty professional development programs and activities should continue to be emphasized to encourage involvement with consideration given to possible remuneration of per diem and travel expenses.

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