In Texas, employing more adjunct faculty has helped meet staffing demands as community college enrollment has increased. However, training and retaining these part-time employees has created a unique challenge as adjunct faculty have less opportunities and motivation to participate in professional development (PD). Applying Vygotsky's…

The purpose of this study was to develop a valid, reliable, and brief measure of active learning in college classrooms that is cheap and easy to complete and yields results that faculty can easily use to inform their development as instructors. Initial construct and face validity was achieved by modifying existing instruments and creating a draft…

The past two decades have seen an overall increase in the number of students pursuing a graduate degree in the United States. Gaining a more nuanced understanding of how graduate students navigate the academic, personal, and professional challenges of post baccalaureate education will help programs better support them and ensure student success.…

Teaching-focused professional development (PD) programs offered at institutions of higher education (IHEs) are uniquely positioned to be levers of change that improve the quality of undergraduate science, technology, engineering, and mathematics (STEM) education in ways that broaden participation in STEM education, workforce development, and…

Like many of its contemporaries across the state, North Central Texas College's (NCTC) English and math faculty were committed to the promise of corequisite education and its students' success as outlined by the Dana Center, but they also understood the obstacles to implementing, assessing, and scaling its corequisite courses. NCTC's English and…

This study draws upon faculty interviews conducted in 2019 and 2021 to document dramatic shifts in primary source instruction of undergraduate students during the COVID-19 pandemic. Synthesizing these data, it analyzes how faculty cultivated pedagogical practice, developed practical approaches to teaching with primary sources, and adjusted goals…

Teachers are leaving the field of education in significant numbers. These numbers were further heightened by the COVID-19 pandemic. Districts and campuses are constantly challenged with recruiting, hiring, and training new teachers, especially in urban schools with low socio-economic and minority students. Although teacher attrition is a problem…

Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a…

The purpose of this mixed methods study was to fill a void in the catalog of faculty development offerings and address the pedagogical strategy of online CL groups at one university system in Texas. The goal for the CL faculty development module was to support and guide faculty members with experience and increased understanding about the…

As community colleges strive to prepare students for an increasingly interconnected world, this study investigated the challenges and opportunities in internationalizing history curriculum at these institutions. The research addressed the limited understanding of community college history faculty's perceptions and experiences regarding…

The purpose of this qualitative case study was to explore the experiences and perceptions of instructional coaches and teachers using the Results Coaching Global Framework with respect to outcomes of working together. The intent of an instructional coach is to collaborate with teachers one-on-one to build their instructional teaching skills. The…

While the majority of U.S students are children of color, only 20% of teachers are people of color. What's more, 40% of the nation's public schools do not have a single teacher of color on record. Research shows that all students, regardless of race or ethnicity, benefit socially, emotionally, and academically from a diverse teacher workforce.…

Professional developments are routinely assigned to teachers by their administrator based upon administrator preference which can adversely affect teachers' perceptions of administrative support. Ineffective administrative support is a factor in teacher attrition. The problem studied was ineffective professional development required by…

This qualitative study examined teacher perceptions of the evaluation process including informal walkthroughs and administrator feedback in South Texas rural schools to determine whether teachers felt that there was a connection to teacher effectiveness and student achievement. The findings of this study may assist administrators in determining…

The purpose of this qualitative descriptive study was to explore how elementary and secondary teachers with fewer than three years of experience describe how administrative support and professional development influences their decision to remain in the teaching profession at elementary and secondary schools in a Texas school district. There were…