Improved Outcomes with Increased Attendance at a Cultural Strengths Webinar Series for Community College Faculty
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| Title: | Improved Outcomes with Increased Attendance at a Cultural Strengths Webinar Series for Community College Faculty |
|---|---|
| Language: | English |
| Authors: | Ellen Wasserman (ORCID |
| Source: | New Directions for Community Colleges. 2026 (213):85-93. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community Colleges, College Faculty, Faculty Development, Program Evaluation, Web Based Instruction, Seminars, Teacher Workshops, Culturally Relevant Education, Teacher Participation, Teaching Methods, Teacher Improvement |
| DOI: | 10.1002/cc.70032 |
| ISSN: | 0194-3081 1536-0733 |
| Abstract: | Given the diverse nature of the community college student population, it is important to understand whether faculty development focused on inclusive teaching practices might increase knowledge and ultimately influence teaching practices that can support success for all students. We conducted a program evaluation of a four-part cultural strengths webinar series that was provided free of charge to community college faculty. We were especially interested in exploring the dosage effect to determine if the number of webinars faculty participated influenced their perception of how much they learned and their intent to use this knowledge to change their teaching practices. Based on survey and interview data, results indicated that most participants found the webinar series valuable and indicated that they planned to modify their teaching practices as a result of participating. Results of a t-test indicated that participants who attended two or more sessions (n = 17) were significantly more likely to report learning more about cultural strengths teaching than participants (n = 22) who only attended one workshop. However, there were no significant differences between those who attended one or two or more sessions in terms of their responses related to changing their teaching practices. This study provides additional support for sustained rather than one-time faculty development programs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498537 |
| Database: | ERIC |
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