New Research Published on Generational Differences in Community College Faculty

I have published new research with one of my former doctoral students, Dr. Stephanie Witcher (Crowder College) in the Teaching Journal. This new article is entitled “A Comparison of Generational Differences in Faculty Perceptions of Online versus Face-to-Face Professional Development – A Community College Case Study.” This was a quantitative research study framed by Knowles’ theory of andragogy which compared faculty perceptions of learning between synchronous, face-to-face training and online, asynchronous professional development. Regardless of faculty generation, faculty reported a higher perception of learning and impact on their teaching in the online, asynchronous environment as compared to participating in professional development in the face-to-face, synchronous environment.