Connecting and Engaging Faculty and Staff to Promote Scholarly Teaching in Community Colleges
Abstract
To become more learner-centered, community colleges must connect and engage faculty and professional staff in scholarly teaching. With these goals in mind, Mesa Community College (MCC) implemented a faculty and professional learning communities program that enrolled 61 active members in six different communities. The program was evaluated with a pre- and post-participation survey including both quantitative and qualitative items. Results indicate that MCC successfully connected and engaged members and achieved significant community and professional development outcomes. The author argues that connecting and engaging faculty and professional staff fosters scholarly teaching, and the interaction of connectedness and engagement can transform colleges into more learner-centered institutions.
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