| The contribution of this study is to help provide an understanding of the characteristics of faculty development in two-year colleges in the state of Arkansas. This study is important because it addresses the state of faculty development currently in the state of Arkansas by finding the answers to this study's research questions.; The following research question guided this study: What are the characteristics of faculty development programs in public two-year colleges in Arkansas? This study is a descriptive study that used a survey to collect primarily quantitative and some qualitative data.; In particular, the following components of faculty development were examined in an effort to provide a measure of comparison to Wesley's (2005) research on faculty development in two-year colleges in Texas: technology, diversity, space, staffing, funding, assessment, content, delivery, and evaluation. An adapted version of Wesley's (2005) survey was used as a foundation and guide for this study.; Both similarities and differences were found in the results of the exploratory question, "How do the characteristics of faculty development in Arkansas compare to the characteristics of faculty development in Texas per Wesley's 2005 study?" The largest difference was Texas respondents reported using evaluation results to determine future activities much more so than Arkansas. |
