Faculty development activities in 300 publicly supported two-year colleges were investigated in this study. A mailed survey, which obtained a 77% (nˆ272) response rate, was used to identify the elements of planning, implementation, funding, and evaluation for development of both full-time and part-time faculty. Statistically signi cant differences were found among colleges of different sizes and among accreditation regions.

<span>.</span>

Aspiring and established strength and conditioning professionals are increasingly seeking opportunities to further their knowledge to gain a competitive advantage within the highly competitive profession. Postgraduate degree programs in the discipline are therefore becoming a popular option for academic institutions to meet the demands of the workforce and marketplace. The purpose of this article is to bring together experienced practitioners and applied academics to offer considerations for the prospective strength and conditioning postgraduate student. Furthermore, this piece can be considered by academics that are responsible for the development of such programs. Future students are encouraged to reflect on their strengths and weaknesses, current and intended career trajectory, and work-life circumstances. Students' needs and wants, industry demands, and teaching and learning processes must be well understood by academics responsible for developing these programs. Finally, factors such as coursework and research content, authentic teaching and learning tasks, professional practice, and accreditation requirements represent key considerations of a successful postgraduate strength and conditioning program.

No abstract

Adult learning theory suggests that adults need to perceive the relevance and purpose of learning in order to learn most effectively. Grounded in the notion that adults frame their own learning objectives, are self-directed and active participants in their learning, require constructive feedback and want opportunities to practice new skills, online and virtual learning environments are well suited for adult learners and are directly based on adult learning principles. Virtual environments provide opportunities for adults to construct learning based on what they already know and apply what they are learning in the instructional setting. An online instructor is an adult learning expert. Using adult and constructivist learning theories and current knowledge about web-based andragogy, this chapter will focus on the characteristics and learning preferences of adult-learners in virtual learning environments and recommend instructional design and teaching strategies to encourage behaviors that influence student engagement, retention and learning.