Supporting the transition to virtual teaching during the COVID-19 pandemic: lessons learned for large scale faculty skill development at community colleges

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Supporting the transition to virtual teaching during the COVID-19 pandemic: lessons learned for large scale faculty skill development at community colleges

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Title: Supporting the transition to virtual teaching during the COVID-19 pandemic: lessons learned for large scale faculty skill development at community colleges

Author: Elizabeth A. Mosser Knight

Thesis Advisor: Lisa Pallett

Committee Member: Angela Snyder

Committee Member: Erin Ebersole

Degree Granting Institution: Notre Dame of Maryland University--School of Education

Place: Baltimore (Md.)

Publisher: Notre Dame of Maryland University

Date Created: 2023

Type of Resource: text

Genre: thesis

Language: eng

Format: application/pdf

Physical Form: electronic

Digital Source: born digital

Abstract: The unique set of circumstances created by the shift to virtual teaching and learning methods due to the COVID-19 pandemic were reviewed to uncover successful tools and strategies for professional development across an entire faculty body. The goal of this study was to identify professional development practices specific to community colleges and could be useful in non-emergency situations to support large-scale shifts in the use of new pedagogies and teaching methodologies. The researcher conducted in-depth interviews with a cross-section of participants across four community colleges in Maryland during the summer of 2023 to collect data related to the features of professional development opportunities that can support large-scale shifts in the use of teaching methodologies. Interview protocols were developed according to the tenets of two major theoretical approaches relevant to the development of professional learning opportunities for faculty, namely andragogy and social learning theory. Participants included Chief Academic Officers, professional development and/or teaching center leaders, and faculty for a total of 18 interviews. Results revealed several distinct features underlying faculty professional development opportunities deemed important for supporting faculty learning. These features align with the proven methodologies of andragogy and social learning theory and include modularized and autonomous exploration, appropriately timed and peer-facilitated learning communities, and positive communication and valuing.

Subject: Academic theses

Subject: Electronic dissertations

Subject: Thèses et écrits académiques

Subject: Thèses électroniques

Subject: dissertations

Degree: Doctor of Philosophy

Level: Doctoral

Discipline: Instructional Leadership for Changing Populations

Restrictions on Access: Author has given permission to make this work available online.

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Identifier: KnightEM-23

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