Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas

Abstract

Using a quantitative method, this study explored the professional development activities, educational levels of faculty teaching developmental courses, and demographic profiles of faculty and students in developmental courses at a Southwestern community college. This study was framed around Malcom Knowles’ Adult Learning Theory. Data were collected from faculty and administrators to get a snapshot of what was going on with professional development for faculty teaching developmental courses to underprepared adult post-secondary learners. Archival data were retrieved from a Southwestern community college and the Texas Higher Education Coordinating Board.

The data revealed the demographic profile and educational levels of faculty teaching developmental courses to underprepared adult learners at a two-year post-secondary institution. The data also identified the types of professional developmental activities faculty teaching developmental courses participate in for professional development. In addition to data about faculty, the data also revealed the demographic profile and outcomes of students in developmental courses at a two-year post-secondary institution.

Ongoing professional development is required in faculty members, so that they may in turn facilitate the learning of underprepared adult learners. Professional development for faculty teaching development education courses must be framed with the Adult Learning Theory. With the increasing number of underprepared adult learners entering higher education, faculty must be prepared to meet this challenge.