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1.
John P. Murray 《Community College Journal of Research & Practice》2013,37(4):251-267
To discover the organizational components that nurture good teaching in Texas two-year colleges, I undertook the task of replicating a study of Ohio two-year colleges. A review of the literature uncovered several variables for assessing faculty development. The most important of these appears to be an institutional climate that encourages faculty development. To assess faculty development, a 65-item survey was sent to all Texas two-year colleges. Although the results of the Texas study are more encouraging than those of the Ohio study, Texas community colleges could be doing more to support faculty development. 相似文献
2.
Dennis F. Michaels David L. Boggs 《Community College Journal of Research & Practice》2013,37(2):137-149
This study determined full‐time faculty members’ perceptions of and involvement in community services at community colleges in Ohio. A total of 249 full‐time faculty responded to the survey instrument representing 83.0% of the total sample. Data were analyzed by either the t test or the one‐way analysis of variance and Scheffe's post hoc analysis. Results showed that involvement in planning and teaching within community services seem to be a key factor relative to how full‐time faculty perceive community services activities. Moreover, certain personal and professional characteristics of full‐time faculty members seem to influence their attitudes toward and their involvement in community services. 相似文献
3.
Al Smith 《Community College Journal of Research & Practice》2013,37(3):209-225
The staff development goals and activities of United States community colleges were studied. A total of 1,315 questionnaires were mailed to community college academic deans in the spring of 1979. Of the 687 colleges responding, 413 indicated that their college had an organized staff development program or set of activities, and another 241 colleges indicated no such program at this time. The results showed that the most frequently mentioned staff development goals of the 31 goals studied related to the improvement of the full‐time teaching faculty as opposed to part‐time faculty and other academic and non‐academic support personnel. Second, the most highly rated and used practices were travel and grants programs for faculty. Some of the least effective of 48 practices investigated were programs for the “faculty evaluation of college administrators” and “lighter than normal teaching loads for first‐year faculty.” It is recommended that colleges offer a variety of staff development programs for each of their staff development groups and that research be conducted to determine participant perceptions of the usefulness of various staff development practices. 相似文献
4.
Mika Mikyung Cho 《Community College Journal of Research & Practice》2013,37(6):557-567
This study documents trends and issues pertaining to articulation and transferabil‐ity of students in art programs at community colleges in Illinois to 4‐year institutions. There has been a discernible lack of consensus and data regarding the current state of articulation in art, both institution‐specific and statewide. Many problems arise when art students attempt to transfer from community colleges to 4‐year institutions. A survey was conducted among selected art faculty at Illinois community colleges to seek relevant information. The findings of this study may direct collaboration between community colleges and 4‐year institutions for purposes such as facilitating transfer and articulation in art. 相似文献
5.
John P. Murray 《Community College Journal of Research & Practice》2013,37(7):487-502
A comprehensive study of faculty development in community colleges was undertaken to identify the organizational components that nurture good teaching. A review of the literature revealed several variables for assessing the state of faculty development. The most important of these appears to be an institutional climate that encourages faculty development. This article reports the results of a survey of 130 community colleges regarding faculty development efforts. It also profiles those accountable for faculty development and summarizes the extent to which each development activity is available to faculty members. One significant finding is that faculty development in American community colleges lacks leadership and is not well connected to the colleges missions. 相似文献
6.
John E. Cook 《Community College Journal of Research & Practice》2013,37(1):17-24
Two‐year college faculty teaching credit courses off‐campus were surveyed to ascertain their perceptions regarding a variety of factors about these courses. In general, faculty cited a number of factors that lead to the conclusion that the quality of off‐campus courses may be less than comparable on‐campus courses. However, the summary question about the extent of learning indicated that 83% of two‐year faculty included in the survey reported their students learned as much or more than they would in a comparable on‐campus course. The information was based upon personal perceptions of the faculty included and was not correlated to other measures such as standardized test scores or grade point averages. The data from two‐year college faculty were compared to a larger data base from 322 faculty teaching at all levels of higher education and results were similar. 相似文献
7.
Tiffany M. Winchester Maxwell K. Winchester 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):112-124
Though there have been many studies conducted that emphasise faculty reflection as a crucial feature of professional practice, there appears to have been little empirical evidence to support the proposition that reflective practice improves the quality of teaching. Previous research demonstrated that reflective practice could be encouraged by weekly formative student evaluations of teaching (SETs). This study investigated the impact of reported reflective practice using formative SETs on changes to summative SETs, typically conducted at the end of a teaching period. Data was collected in a rural UK‐based university‐college in 11 modules (n = six faculty members, n = 413 students) in Business, Countryside and Environment, Foundation Degree and Veterinary Nursing programmes over the period of 2 years of data collection. Findings show that on average, SET scores increased for all reflective practitioners year on year and increased more for those faculty members who demonstrated higher levels of reflection. 相似文献
8.
We surveyed Arkansas community and technical colleges to determine the extent to which these institutions had been affected, during the past 3 years, by tight budgets, volatile enrollments, unstable state support, and other unfavorable forces. In addition, we requested information concerning methods used by these institutions to address such problems. The survey instrument collected data pertaining to institutional demographics, budgetary trends, tuition trends, faculty issues, expenditure control methods used, institutional advancement activities, projections as to future financial directions, and staff development needs. The findings indicate that enrollments at most Arkansas community and technical colleges are increasing and budgets are growing, but often in amounts inadequate to compensate for rising costs. Arkansas 2‐year institutions are responding to this challenge by raising tuition, increasing the use of part‐time faculty, and seeking new sources of revenue. Staff development needs were identified for those functional areas in which additional training and development will enhance staff members’ ability to respond to changing economic conditions. This survey can be replicated in other community college systems, thus serving as a model for assessing the financial and institutional concerns of community and technical colleges nationwide. 相似文献
9.
H. Carol Greene Katherine A. O’Connor Amy J. Good Carolyn C. Ledford Betty B. Peel Guili Zhang 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):429-447
This article describes the experiences, perceptions, and available support systems of untenured faculty from a south eastern United States public university system in their progress toward tenure. Survey results were used to develop a model support system for new faculty. Data were collected from an online survey sent to 191 tenure‐track faculty in colleges of education, yielding a 50% (n = 96) response rate. The following research questions guided this research: (a) What are the expectations for teaching, research and service in the colleges of education surveyed? (b) In what ways are untenured faculty supported and/or mentored? (c) What kind of support system(s) need(s) to be in place to assist new faculty in balancing teaching, research, and service expectations? In this mixed‐methods study, respondents were asked about their workload, expectations for tenure, and formal and informal support they received on the tenure track. Untenured faculty reported stressful and unbalanced lifestyles, and work expectations exceeded assigned workloads for several institutions. A new faculty comprehensive support system model is suggested. 相似文献
10.
This national study of extended orientation courses indicates that they are used as frequently at 2‐year colleges as at 4‐year colleges. However, substantial differences in the administrative structures and content emphases of these courses exist within institutional types. At 2‐year colleges, these differences have the potential to limit the effectiveness of extended orientation courses. For instance, 2‐year college courses have significantly larger class sizes, are shorter in duration, are less likely to be required, use less faculty training, are less varied in content, and are rarely used as an introduction to an academic discipline. 相似文献
11.
Since 1976 in response to growing concern about college students’ writing abilities, faculty development programs on writing across the curriculum have arisen in a number of two‐ and four‐year colleges throughout the United States. This movement, for it seems to be one, has its roots in a similar movement that began more than 15 years ago in British secondary schools. This paper first reviews briefly the early history of the movement in England and compares the movement there to the one now under way in U.S. higher education. It then presents the results of a questionnaire survey of New Jersey's public two‐ and four‐year colleges undertaken in the spring of 1979. The purpose of the survey was to determine whether and to what extent New Jersey's public colleges had started or were planning to start development programs designed to bring groups of faculty together, across disciplines, to discuss problems relating to student writing performance and to develop specific interdisciplinary plans for solving these problems. In addition, information is presented about the nature of the steps taken in those institutions that reported having initiated such programs and about the efforts to evaluate the impact of these programs. Finally, conclusions are drawn about the state of writing across the curriculum programs in New Jersey public higher education and recommendations are made for further action in this direction. 相似文献
12.
James L. Morrison Charles P. Friedman 《Community College Journal of Research & Practice》2013,37(2):119-138
Abstract This study seeks to determine whether variance in teaching effectiveness of community college faculty, as assessed by students, can be attributed to particular attitudes and/or socialization experiences of these faculty. A theoretical model derived from symbolic interaction theory is tested by path analysis. Data to test the model were obtained through a 1973 survey of faculty and students at five community colleges in Pennsylvania. On the basis of this analysis, the authors conclude that the “predictor” variables used in this study and often by administrators in developing faculty selection policies do not correlate highly with teaching effectiveness. 相似文献
13.
Dr. Robert T. Blackburn Janet H. Lawrence Jeffery P. Bieber Lois Trautvetter 《Research in higher education》1991,32(4):363-383
Within the framework of cognitive motivation theory, selected personal and environmental motivational variables for faculty in English, chemistry, and psychology from community colleges, comprehensive colleges and universities, and research universities were regressed against faculty allocation of work effort given to teaching. The data came from a 1988 national survey. Gender (sociodemographic); quality of graduate school attended, career age, and rank (career); self-competence, self-efficacy, institutional commitment, personal interest in teaching, and percent time preferred to give to teaching (self-valuations); and institutional preference, consensus and support, and colleague commitment to teaching (perception of the environment) were entered into regressions.R
2 were generally strong (.86 for community college chemists) and significant. For all institutional types, self-valuation and perception of the environment motivators significantly accounted for the explained variance whereas sociodemographic and career variables did not. 相似文献
14.
Community colleges have responded to the increased use of technology for instruction by providing support and professional development opportunities for faculty. However, differences in perceptions, expectations, and opportunities exist between full-time faculty at community colleges and their adjunct colleagues when it comes to adopting technology into instruction. Because adjunct faculty represent 68.5% of faculty teaching at community colleges (U.S. Department of Education, 2007), it is imperative to understand their intentions to integrate technology into instruction. This study adopted the Decomposed Theory of Planned Behavior (DTPB) as a theoretical framework to survey 130 community college adjunct faculty member's intentions to participate in technology integration. Multiple regression analyses were used to analyze the data collected. Results showed that DTPB was useful in explaining much of the variance in the intention to integrate technology into teaching by community college adjunct faculty. Results also suggested that community college administrators can play an important role toward increasing technology integration by adjunct faculty through leveraging types of influence in support of behavioral intention. Research implications for instructional technologists at community colleges indicated that professional development programs should be designed based on the significant predictors in the DTPB. 相似文献
15.
Bruce I. Wolford John F. Littlefield 《Community College Journal of Research & Practice》2013,37(3):257-272
More than 75 percent of post‐secondary institutions offering education programs in prisons are community and vocational/ technical colleges. The predominance of community colleges among correctional education providers is a major change from the early 1970's when two‐thirds of such programs were provided by four‐year institutions. Over 260 community colleges provide programs and services to the 26,000 inmates participating in higher education. Results of a survey on correctional post‐secondary education indicate that these programs are in many ways different from those educational institutions provide on their own campuses. For example, they generally, have different admission standards, are administered by part‐time staff, and rely upon part‐time and adjunct faculty. Community and junior college administrators are urged to closely examine the operation and quality of their correctional programs and the need for evaluative research on the long‐term effects of these programs is also stressed. 相似文献
16.
Jeff J. Stevenson 《Community College Journal of Research & Practice》2013,37(1-4):69-79
This article looks at the relative usefulness of 12 selected factors in the preparation of college administrators as seen by practicing administrators and faculty in comprehensive community colleges, four‐year liberal arts colleges, and universities. Three hundred randomly selected faculty and administrators in the state of Iowa were sent survey questionnaires. The returned surveys and research data were then analyzed in order to answer the research question. The findings suggested that graduates from programs in higher education administration may be more accepted in community colleges than in liberal arts colleges or universities. The findings also showed that university personnel perceived the major research experience as being significantly more useful than the other personnel. Nonclassroom experiences were thought to be the most useful by all personnel, with faculty experience in higher education perceived to be the most useful. This study also showed that both administrators and faculty perceived majoring in higher education administration to be less useful than any of the other 11 preparation variables. One of the recommendations of this study is that students, graduates, and professors in higher education administration programs attempt to educate the participants in higher education and the public on the strengths and uses of their programs. It was also recommended that further research is needed in the area of administrative task analysis at the different types of institutions. 相似文献
17.
College and university programs that permit older persons to audit regularly scheduled classes free of charge through tuition waiver programs are open to those aged 60 and over or 65 and over in at least 44 states. A study of such a program at a medium‐sized state university included a survey of 135 faculty members teaching classes audited by elder students. Seventy‐four percent of faculty members surveyed returned a one‐page survey questionnaire that asked them to describe the behavior of older auditors and compare them to younger students. Findings indicate that senior auditors are conscientious, most attending classes regularly and some completing written assignments and taking tests. Faculty members indicated that older auditors make a positive difference in class, learn as quickly as younger students, and are more motivated than younger students. Ninety percent of faculty respondents felt that the free audit program offers older students something of value. No significant differences in responses were found when controlling for the teaching experience of faculty members, for their age, or for the number of older students who had audited their classes. 相似文献
18.
The heads of education divisions of 245 colleges and universities in the USA were surveyed regarding their opinions about faculty activities and reward procedures. Tenure, which was viewed as having the greatest effect on faculty behavior, received significantly more attention from decision‐making bodies in the colleges, and merit pay received significantly less. Education administrators at top universities and larger universities viewed the desire for reputation as more motivating than did other education administrators. The department chairs believed that internal satisfaction was more of a motivating factor than did deans. The deans rated merit pay, contract renewal, promotion and tenure higher as motivators than did the department heads. Although evaluations of teaching were considered the most important for year‐to‐year contract renewal, article and book publication were the most important considerations in merit pay, promotion and tenure. A factor analysis grouped faculty activities into three factors: teaching, service, and publication. 相似文献
19.
Learning‐centred education (LCE) has the potential to meet the diverse needs and circumstances of a multidisciplinary faculty cohort enrolled in a certificate programme on teaching and learning by engaging participants in a learning community, and by drawing upon a wide range of appropriate teaching strategies to facilitate learning and development of student abilities. Action research design was employed to examine the theory‐practice relationship of LCE within the UBC Faculty Certificate Programme on Teaching and Learning in Higher Education. Research data, both quantitative and qualitative, collected over a 12‐month period, suggest that a multidisciplinary faculty cohort exhibits diverse learning styles, and that individual faculty members are at different stages in developing a scholarly approach to teaching and learning. Furthermore, data suggest that LCE can be used to organise a faculty certificate programme around teaching and learning issues relevant to university faculty and that some structuring of the LCE environment can assist in the attainment of course learning outcomes while engaging faculty as active participants in their personal developmental process. 相似文献
20.
This study aims to understand how faculty identity development is related to a differential use of writing genres in the teaching and research spheres of activity and whether this development follows different paths, on the bases of faculty perceptions regarding what they consider their main goal at university and their preferred sphere of activity. Participants (N?=?67) answered the online survey Faculty identity and academic writing. A mixed-method design combining quantitative and qualitative data analysis was used. Results showed first that the most often used genres were written exams in the teaching sphere of activity. Second, activities related to the research sphere, such as writing-related activities and participation in events were the least reported while evaluative activities were mentioned in all spheres. Third, faculty’s perceptions regarding their main goal at university (research) were not in alignment with their preferences (teaching). Writing genres used and activities reported closely mirror preferred spheres of activity and mismatch faculty’s perceptions of their main goal at universities. In conclusion, sphere of activity preferences relate to different paths of faculty’s identity development. 相似文献