| Community colleges are open access institutions offering a wide array of courses to a diverse group of students. The classrooms are complex due to the nature of open access, where student readiness for a college classroom varies, significant diversity, and a wide range of educational goals. Faculty development is essential for instructors to develop, improve and hone their teaching practice in order to effectively support the success of their students in these complex classrooms. This qualitative research study centers around a faculty learning community, at an Urban Community College (UCC), focused on improving student success. The purpose of this study was to explore the perceptions of UCC faculty about the FLC. The research question sought to uncover how these perceptions influenced faculty's participation in this faculty development program. Work motivation theory was used to analyze the findings from this study. Themes which emerged from the analysis of the findings indicate that instructors who voluntarily participate in faculty development are motivated by professionalism and passion. However, these individuals develop their skills primarily through informal activities including trial and error and learning from and with their colleagues. Whether informal or formal, instructors will participate in faculty learning communities based on their perceptions about who is involved and the extent to which they trust and respect these individuals. Further, the combination of a strong campus community, positive personal relationships between faculty, strategic utilization of perks and incentives, and a compelling programmatic focus can improve participation in formal faculty learning communities. |
