Evaluating Learning Outcomes in an International Professional Development Program

Autor/in	Treat, Tod
Titel	Evaluating Learning Outcomes in an International Professional Development Program
Quelle	In: Community College Journal of Research and Practice, 34 (2010) 1-2, S.111-135 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
Schlagwörter	Foreign Countries; Community Colleges; Administrative Organization; Models; Teaching Methods; International Programs; Case Method (Teaching Technique); Professional Development; College Administration; Status; Program Development; College Outcomes Assessment; Egypt; United States + Suchen Sie Ihr Suchwort? Ausland; Community college; Community College; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Case method; Fallmethode; College administrators; Hochschulverwaltung; Programmplanung; Ägypten; USA
Abstract	The development of the U.S. community college concept for increasing access, success, and transition in both transfer and career programs has been well documented (Cohen & Brawer, 2003). With such success has come increased international interest in both the organizational model of the community college and the instructional approaches taken to meet student needs in very diverse classrooms. Using a case method approach, this study explores an evaluation of individual, institutional, and organizational learning in a professional development program intended to aid improvement in the Egyptian Technical College system. The program was sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs (DoS ECA). Community Colleges for International Development (CCID) delivered the program through five geographically distributed community colleges. Egyptian faculty and administrators spent two months in an intensive English program, followed by seven months on individual campuses. Despite considerable cross-cultural impediments, the findings point to individual transformation in both philosophy and approach for Egyptian faculty and administrators. Individual institutions have learned to address a variety of professional development concerns, ranging from living arrangements to mentoring to program development and implementation. Organizationally, CCID has built enhanced capacity to both partner with funding agencies and international educational agencies and to utilize member colleges' expertise to leverage program goals. In doing so, CCID has created a model for international professional development that can be adopted by additional countries interested in the U.S. community college. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10