Date of Award
2002
Document Type
Practicum
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Janet Jaeger
Keywords
administrator, adult learner, adult learners, awareness, business and industry, campus resources, clients, committee members, contact persons, content, contract training, contract training experience, credit contract training courses, criteria, development study, differences, employer experiences, faculty, faculty orientation sessions, faculty role, formative committee, guide validation, instructional instrument, instructional procedures, literature review, message, orientation guide, panel of experts, policies and procedures, preparing, Prince George's Community College, PGCC, research question, staff resources, students, successful contract training, summative committee, teaching, traditional instruction, validation
Abstract
The problem addressed by this development study was that faculty at Prince George's Community College (PGCC) have difficulty adjusting their instructional procedures to the adult learner in a business and industry enviomment. Therefore, there was a need to develop an orientation guide for faculty teaching credit contract training courses at Prince George's Community College.
The purpose of this study was to develop an orientation guide for faculty teaching credit contract training courses at PGCC. The research question addressed in this study was, "What is the appropriate content for an orientation guide for faculty teaching credit contract training courses at Prince George's Community College?"
The guide was developed from a literature review and contributions from a panel of experts serving as formative and summative committee members. The formative committee established the criteria for the validation of the orici:ntation guide and provided input for the content. Validation of the orientation guide was povided by the summative committee.
The content of the resulting orientation guide included (a) a message from an administrator; (b) a description of clients; ( c) the faculty's role; ( d) suggestions for teaching adult learners and preparing for a successful contract training experience; (e) policies and procedures for students and faculty; and (f) faculty and staff campus resources and contact persons.
It was concluded that an orientation guide for faculty teaching credit contract training courses at PGCC will include elements that are reflective of the above listed content. The guide will improve employer experiences with contract training, increase faculty awareness of the differences between traditional instruction and contract training in business and industry, and act as an instructional instrument for faculty orientations. It was recommended that this guide be pilot tested by faculty and also used as outline for teaching new credit faculty orientation sessions.