The relationship between faculty development and instructional technology: Case studies of two Illinois community colleges

As an increasing number of higher education institutions have made efforts to support faculty development, many schools have established faculty development units. These are frequently found in the form of teaching and learning centers, which distinctly range in size and structure. Additionally, many institutions have recognized the need to keep current with technology and encourage faculty members to use it in instruction. Community colleges were chosen as a focus for this study because these institutions have a stronger emphasis on teaching and learning than research.;This study sought to determine how instructional technology relates to how faculty development is perceived and structured at community colleges. Some have argued that although faculty development is affected by the existence of technology, pedagogical faculty development training and technology training should essentially be kept separate. Additionally, there have been concerns that the current drive for faculty to utilize technology in the classroom might overshadow other equally important faculty development topics. Since instructional technology training is but one component of faculty development, the functions of teaching and learning centers were examined to see how technology fits in overall.;A qualitative case study methodology was used to obtain data. Two Illinois community colleges were selected as differing examples of faculty development structures: one where a teaching and learning center existed separately from an instructional technology center, and one where the teaching and learning center encompassed both pedagogical and technology topics. Interviews were conducted with the person(s) responsible for faculty development at each institution, as well as faculty and administrators. Supporting documentation and workshop observations provided further data.;It was concluded that individuals most likely define faculty development and instructional technology based on how their colleges relate initiatives via mission statements, organizational objectives and strategic plan documents. In this case study, although teaching and learning structures at the case study institutions differed, ultimately both shared the same goals and functions. Notable factors included knowledge sharing, strong administrative support, and personalities of staff. Overall, technology, though perhaps demanding a greater focus, did not overshadow faculty development as a whole.