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A Needs Assessment of Professional Development Activities for Probationary Faculty at Seneca College.

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Title: A Needs Assessment of Professional Development Activities for Probationary Faculty at Seneca College.
Language: English
Authors: Jarvis, Kerry
Peer Reviewed: N
Page Count: 197
Publication Date: 1992
Document Type: Dissertations/Theses - Masters Theses
Tests/Questionnaires
Descriptors: College Faculty, Educational Needs, Faculty Development, Foreign Countries, Higher Education, Minimum Competencies, Probationary Period, Teacher Background, Teacher Improvement, Teacher Orientation, Teaching Experience, Teaching Skills
Geographic Terms: Canada
Abstract: Thirty-one probationary faculty from Seneca College of Applied Arts and Technology (Ontario, Canada) participated in a research study that examined their individual and collective professional development needs. The study was conducted in the fall of 1991. Probationary faculty completed a survey instrument that was comprised of three parts. Part 1 looked at the demographic variables of probationary faculty in terms of their teaching experience, program study, educational background, and formal academic training. Part 2 asked probationary faculty to evaluate the fall orientation program at Seneca College. The faculty were also invited to make suggestions for improvement on future professional development programs for probationary faculty. Part 3 examined the professional development needs. of probationary faculty according to the prescribed Basic Teaching Competencies as they relate to faculty teaching needs. Findings from the study are reported using descriptive statistics, and four open-ended responses are appended. Appendices include the survey instrument and letter, statistical survey results, and recommendations to the faculty sub-committee on professional development. Contains 77 references. (GLR)
Entry Date: 1992
Accession Number: ED345662
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED345662
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  Data: A Needs Assessment of Professional Development Activities for Probationary Faculty at Seneca College.
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  Data: 197
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  Data: 1992
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  Data: Dissertations/Theses - Masters Theses<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minimum+Competencies%22">Minimum Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Probationary+Period%22">Probationary Period</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Background%22">Teacher Background</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Orientation%22">Teacher Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Label: Abstract
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  Data: Thirty-one probationary faculty from Seneca College of Applied Arts and Technology (Ontario, Canada) participated in a research study that examined their individual and collective professional development needs. The study was conducted in the fall of 1991. Probationary faculty completed a survey instrument that was comprised of three parts. Part 1 looked at the demographic variables of probationary faculty in terms of their teaching experience, program study, educational background, and formal academic training. Part 2 asked probationary faculty to evaluate the fall orientation program at Seneca College. The faculty were also invited to make suggestions for improvement on future professional development programs for probationary faculty. Part 3 examined the professional development needs. of probationary faculty according to the prescribed Basic Teaching Competencies as they relate to faculty teaching needs. Findings from the study are reported using descriptive statistics, and four open-ended responses are appended. Appendices include the survey instrument and letter, statistical survey results, and recommendations to the faculty sub-committee on professional development. Contains 77 references. (GLR)
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  Data: 1992
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  Data: ED345662
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      – Text: English
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        PageCount: 197
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Educational Needs
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Minimum Competencies
        Type: general
      – SubjectFull: Probationary Period
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      – SubjectFull: Teacher Background
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      – SubjectFull: Teacher Improvement
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      – SubjectFull: Teacher Orientation
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Teaching Skills
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      – SubjectFull: Canada
        Type: general
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      – TitleFull: A Needs Assessment of Professional Development Activities for Probationary Faculty at Seneca College.
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            NameFull: Jarvis, Kerry
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              Type: published
              Y: 1992
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