Electronic Theses and Dissertations Archive

Date

2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

Committee Chair

Dr. Craig Shepherd

Committee Member

Dr. Andrew Tawfik

Committee Member

Dr. Kevin Thorn

Abstract

Increased demand for online and flexible classes after the COVID pandemic meant that college and university faculty were asked to incorporate more online components and emerging technology in their classrooms to meet the demand for more versatile course offerings. This time also brought increased pressure to create engaging classrooms and increase retention (Conner, 2021). Incorporating technology in classes requires training and professional development for instructors who are not accustomed to using technology or adjusting their course design to work with the technology they adopt (Prestridge, 2017). An effective teaching and learning center (TLC) could help focus professional development efforts and become a catalyst to improve quality and promote the acceptance of technology and new pedagogies among faculty (Sawyer et., 2000). Planning and implementing a successful TLC requires time and may be hindered by multiple barriers. Creating a plan to find the funds, physical space, and create an organizational structure for a TLC requires knowledge of best practices and how to elicit buy-in. State Community college, a small college located in the Southeastern region saw a need for a more focused PD that could align with college initiatives, increase the quality of their courses, and encourage the adoption of technologies that enhance the student’s overall experience. A committee was created from a group of faculty members, staff, and adjunct instructors to explore the possibility of a TLC. Members of the committee were selected by their functional areas and knowledge of online teaching. The committee was aware of possible barriers when developing plans for the center, but some barriers to committee service could not be anticipated. During the committee’s work, the college experienced a reduction in force, significant loss of funding, and the death of a committee member who was a dean at the college. These events and the personal experiences of committee members while performing the work to create a TLC could have impacted the members’ ability to further the work on the center. This qualitative case study seeks to understand the barriers experienced by the committee members who worked to plan and implement a TLC on a Community College campus in the Southeast, and what the committee did about these barriers. Identifying and understanding these barriers may provide insight into ways to reduce barriers to committee service and provide an example of how members of one committee navigated those barriers to successfully complete their work.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest/Clarivate.

Notes

Open Access

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