| The purpose of this study was to discover the perceptions of faculty, both full and part time, in the disciplines of mathematics and communications, concerning institutional goals and faculty development opportunities, how those opportunities differed from what was offered them, and how faculty choices were affected by independent variables such as gender, discipline, age, experience, degree level, and years at the institution.;This study was a modified replication of work done previously. One-thousand one-hundred ninety-six full- and part-time mathematics and communications instructors in 21 Florida community colleges were surveyed via mail and e-mail. Two-hundred eighty-seven surveys were received (24% response rate). Results indicated that full- and part-time faculty did not differ greatly on the type of activities or goals they think are important for a development program.;Part-time faculty perceived fewer programs available to them than did full-time faculty and did not receive the programs they desired. Full-time faculty listed fewer items they believed part-time faculty should be involved in. Full-time faculty desired little travel, some required programs, payment for travel and workshop expenses as a reward for participation, 1 to 3 days for program length, and programs held at times throughout the year and scheduled during the day. Part-time faculty desired little travel, voluntary programs, payment for travel and workshop expenses as a reward for participation as well as earning graduate credit awarded by a university, one-day programs, and programs held at times throughout the year or at the beginning of the term and scheduled during the day. |
