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1.
This article is about the accurate interpretation of student ratings data and the appropriate use of that data to evaluate faculty. Its aim is to make recommendations for use and interpretation based on more than 80 years of student ratings research. As more colleges and universities use student ratings data to guide personnel decisions, it is critical that administrators and faculty evaluators have access to research-based information about their use and interpretation.The article begins with an overview of common views and misconceptions about student ratings, followed by clarification of what student ratings are and are not. Next are two sections that provide advice for two audiences—administrators and faculty evaluators—to help them accurately, responsibly, and appropriately use and interpret student ratings data. A list of administrator questions is followed by a list of advice for faculty responsible for evaluating other faculty members’ records.  相似文献   

2.
This study examined the cultural aspects of a transfer articulation policy between public community colleges and state universities enacted by a newly consolidated state governing board for higher education in a northeastern state. A qualitative multisite case study design explored how key stakeholders, faculty, administrators and staff viewed the transfer policy from their unique perspectives. Tierney’s (2008) cultural analysis of governance was used to examine the effectiveness of communication and decision-making on the part of the board. The study also applied Handel’s (2011) theory of a transfer affirming culture along with Jain, Herrera, Bernal, and Solorzano’s (2011) research on the requisite services for pretransfer and posttransfer success of nontraditional students. The use of several theoretical frameworks provides “a more powerful lens than when using only one in helping to interpret and understand culture” (Kezar &; Eckel, 2002, p. 440). The study was guided by the following question: How do community college and state university faculty, administrators and staff perceive the Transfer Mobility Policy in relation to their campus cultures? The findings identified difficulties with community college curricula and student transfer advising as well as a cultural gap between the community colleges and the state university. They underscored the politics that surrounds higher education governance reform and resultant clash between political and academic cultures. This study may help policy makers promote statewide transfer and articulation initiatives and be instructive for faculty, administrators, and staff as they seek to improve the success of students who transfer from community colleges to four-year colleges and universities.  相似文献   

3.
Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed.  相似文献   

4.
The purpose of this study was to compare the opinions of students, teachers, and administrators relative to student evaluation of instruction in selected community colleges. While important educational decisions in community colleges are made on the basis of students’ evaluations (as in retention, promotion, tenure, and pay), little has been accomplished in testing the assumptions behind student evaluation of instruction. The student evaluation process assumes that students are honest, serious, and evaluate instruction, not some incidental activity.

A 25‐item Student Evaluation Process Scale was completed by 607 students, 130 faculty, and 45 administrators in five Illinois community colleges. Findings revealed little significant differences in the opinions of students regarding evaluation of instruction based on variables of sex, age, school location, student type (transfer or occupational), and class standing. There were little significant differences in faculty opinion and within the administrative groups based on selected variables. There were significant differences when the opinions of students, faculty, and administrators were compared. Students and faculty tended to agree with those items that questioned the objectivity of student evaluation of instruction. Administrators and students tended to agree with items reflecting the seriousness with which students evaluate instruction. Faculty and administrators indicated that student evaluation of instruction impacted faculty members’ instructional performances. Neither students, faculty, nor administrators supported the concept of merit pay tied to student evaluation of instruction.

The role of student evaluation of instruction in a faculty evaluation system must be investigated. A variety of groups should participate in this investigation.  相似文献   

5.
Large-scale, robust implementation of teacher data-driven decision making (DDDM) is a challenging endeavor, impeded by numerous organizational, and teacher, factors. One well-documented barrier to teacher DDDM is underdevelopment of teacher data literacy. This study examines common errors made by pre-service elementary teachers in the formulation of evidence-based claims about student cognition (e.g. student strengths and weaknesses relative to content mastery) in a United States of America context. Teachers in the sample commonly made several errors in the articulation of evidence-based claims based on classroom assessments, including providing nonspecific, irrelevant evidence for claims, and misinterpreting statistical evidence. Specific implications for pre-service teacher education and future research are discussed.  相似文献   

6.
The Dutch government and School Inspectorate encourage schools to use the student performance data they can obtain from their student monitoring systems to maximize student performance in a systematic and goal-oriented way. Research by the same Inspectorate (Inspectie van het Onderwijs, 2010) shows that students in schools which do so outperform students in schools where data-driven decision making (DDDM) is as yet less developed. The University of Twente developed a training course in which school teams learn to utilize data from computerized student monitoring systems in order to improve instructional quality and student performance. Parallel to the training activities, training effects are studied. The research findings show that the training activities had a positive effect on school staff's DDDM knowledge and DDDM skills. Staff attitudes towards DDDM were already high on the pre-tests and remained high on the post-tests.  相似文献   

7.
Community colleges in Tennessee, either directly or indirectly, experienced unprecedented change as a result of Tennessee Promise. The present study explored how student support service administrators at three community colleges responded to organizational change as a result of the Tennessee Promise legislation. Investigators selected community colleges for the multi-site case study because the legislative impact would be actualized by the preparations made to serve incoming Promise recipients. The delivery of orientation services framed organizational change because the service staff facilitate connections and provide information to incoming students. Challenges like a shifting population, ill-equipped infrastructure, inadequate remediation support, heightened interest for social engagement opportunities, misinformation, and unmet fiscal needs left administrators seeking coherence through the change process. Investigators found community college administrators react to change similarly. Administrators acknowledged change as continuous, created a culture of innovation among stakeholders, and were not afraid to fail as responses to the organizational change phenomenon.  相似文献   

8.
This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture’s Household Food Security Survey Module, student self-reported GPA, and demographic variables. The research setting was two community colleges in Maryland—one located in a low income urban area and one located in an affluent suburban area. Results demonstrate that 56% of the students in the overall sample were classified as food insecure. Students at higher risk of food insecurity included those who reported living alone and those who reported being single parents. Students identifying themselves as African American or as multiracial were also at increased risk for food insecurity. Food insecure students were more likely than food secure students to report a lower GPA (2.0–2.49) versus a higher GPA (3.5–4.0). Data suggest that food insecurity is an issue for a large percentage of the community college student sample. Food insecurity may have adverse effects on student academic performance and is a factor to be considered by college administrators, faculty, and students.  相似文献   

9.
The topic of student success is a central focus for community college educators and researchers, yet little consideration is given to the long-term success that community college students may or may not be attaining. What role (if any) do concerns about social stratification have in the debate over student success? Exploring the ways in which community colleges may be perpetuating long-term, systemic inequality among students, despite their ability to graduate with a certificate or degree, is an important consideration as community colleges work to define and measure student success and strategically plan for the future. Drawing from sociology and critical education literature, this paper makes the case that educators and administrators need to develop a macroapproach to understanding student success as a result of three contextual factors: labor market changes, shifts toward neoliberal ideology, and the role of habitus.  相似文献   

10.
This study explored the paradigmatic differences in perceptions of community college faculty employed at select Virginia and West Virginia community colleges collected via a web-based survey. The study is framed within the faculty self-classification along the “hard” and “social/behavior” science paradigm continuum. Given the paradigmatic continuum, faculty perceptions' of student outcomes were examined. Faculty respondents consistently reported the importance of intellectual growth; however, differences in relative importance of outcomes tied to emotional, cultural, and social growth exist. The potential implications of these perceptions on student experiences and outcomes are considered.  相似文献   

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12.
Data-driven decision-making (DDDM) reform has proven to be an effective means for improving student learning. However, little DDDM reform has happened at the classroom level, and little research has explored variables that influence teacher adoption of DDDM. The authors propose a model in which teachers’ sense of efficacy for the skills that support classroom-level DDDM and DDDM anxiety significantly influenced teachers’ DDDM efficacy, which then influenced collaboration concerns that influenced refocusing concerns. The authors used structural equation modeling to analyze data on 537 teachers in order to validate this hypothesized model. Results supported this model and are discussed.  相似文献   

13.
ABSTRACT

Historically, community colleges and those they serve have been relegated to the margins of academe. Community colleges’ critics argue that students starting at two-year institutions are less likely to earn bachelor’s degrees and have lower student outcomes. This CCJRP Exchange Article draws upon counternarratives in highlighting multiple truths of the community experience through use of scholarly personal narratives (SPN) of those that moved in, through and out the community college to the PhD. The faculty member and doctoral students reflect on how their community college experiences influenced their career trajectories. Further, implications for community college practice, policy, and research are shared as the authors make a case for applying SPN in an effort to see community colleges as sites of deep growth that have lasting effects on the personal and professional lives of their students.  相似文献   

14.
In 2010, the Mathematical Association of America began a 5-year study of Calculus I, a critical gatekeeper for students interested in science, technology, engineering, and mathematics careers. The study, titled Characteristics of Successful Programs in College Calculus, included case studies of successful Calculus I programs conducted by multidisciplinary research teams. The purpose of this article is to present the community college case study findings and to highlight the benefit of the multidisciplinary research teams. Using multiple lenses and analytical frameworks, the study identified factors that jointly contributed to Calculus I program success, including high-quality instruction, academic and social support for students, loose course coordination, a culture of faculty autonomy and trust, and attention to course placement and transfer policies. The findings suggest areas of focus for faculty, administrators, and other stakeholders working collectively to improve Calculus I in community colleges. These include faculty professional development to improve interactive lecture, strategic use of outcomes assessment, and attention to institutional placement and transfer policies.  相似文献   

15.
With the Completion Agenda taking such political prominence, community colleges are experiencing even more pressure to find ways to promote and improve student success. One way that has been suggested is to limit the reliance on part-time faculty under the premise that the employment status of faculty has a direct influence on student success. The tacit assumption is that full-time faculty are more engaged with their home institution, and this engagement translates into the engagement of the students taught. The present study examined employment status of faculty on the success of students enrolled in four, two-course sequences. Using Pearson chi-square and binary logistic regression analyses, it was concluded that employment status of the faculty has no statistical influence on student success as has been previously claimed. These results suggest that community colleges should not assume that hiring more full-time faculty will improve student success and, instead, should possibly consider utilizing funds otherwise allocated to hiring new full-time faculty on the development and compensation of part-time faculty.  相似文献   

16.
This article describes the creation and implementation of a faculty interest group for historically underrepresented faculty at a large, urban community college in the Northeast. Faculty interest groups provide opportunities for faculty across disciplines to meet to explore common interests and share concerns and best practices. The faculty interest group described in this article was designed to explore and address the challenges faced by historically underrepresented faculty and facilitate the process of attaining reappointment, promotion, and tenure. Nationwide, nearly half of community college students come from populations that are also historically underrepresented, and community colleges are challenged to recruit and retain faculty that mirror the student body. Research demonstrates that historically underrepresented faculty members enrich the overall education of all students, and yet a significant number of those faculty members describe their college campuses as unwelcoming. Factors that make campuses unwelcoming for these faculty include, but are not limited to, the following: isolation and marginalization; salary disparities; microaggressions based on race, gender, and sexual identity; heightened visibility; and additional role demands. Community college administrators ought to be concerned with historically underrepresented faculty members’ satisfaction and persistence on campus because these faculty members are vital members of the academy. Faculty interest groups for historically underrepresented faculty may provide the support and professional development opportunities that will ensure their retention and success in academia.  相似文献   

17.
ABSTRACT

This paper presents the results of an exploratory study of a professional development-based effort at one of the nation’s 14 federally designated Historically Black Colleges and Universities community colleges. Course revisions included introductory courses in its Natural Sciences department. The goal was to improve students’ critical-thinking and reading skills in science through faculty professional development opportunities, to improve success across all science, technology, engineering, and mathematics (STEM) curricula. This study examines faculty-selected professional development efforts combined with time release for course revision, and how it impacted students’ attitudes toward science and students’ critical-thinking skills. Six of the department’s 11 full-time faculty instructing introductory science courses received training in WestEd’s Reading Apprenticeship program and on critical-thinking skills. These faculty then revised their courses as they chose based on techniques learned during their training. A comprehensive assessment that included extensive course videos, pre- and post-tests of students’ attitudes toward science the Critical Thinking Assessment Test, and focused interviews with faculty were conducted. Despite major cuts in state support, turnover of key administrators, and other challenges, improvements in student attitudes toward STEM topics and critical-thinking skills were documented as faculty expanded their teaching tool-kits.  相似文献   

18.
This article reports on a design-based research project that is situated in a medium-size community college in Maryland. The project focused on exploring why the majority of full-time faculty was ranked as Assistant Professor or below, which did not reflect ranking at similar institutions. Under the leadership of the Provost, a task force analyzed the problem before designing a solution. The analysis phase of the project involved data collection and analysis through a faculty survey, a literature review, and a scan of other community colleges’ promotion practices. The design phase used the findings from the analysis stage to redesign the promotion system and construct evaluation and promotion tools. The article gives insight into how the interests of diverse stakeholders can be taken into account when creating accessible, alternative pathways to promotion for faculty while also supporting the institution’s mission and goals. For other community colleges looking at faculty promotion and evaluation, the results of this project highlight the importance of surveying faculty’s experiences with the existing system; learning from best practices at other institutions; including the participation of the faculty and administrators in the redesign process; and allowing for ample time to thoroughly explore the situation from many angles before coming to consensus. Although limited to a particular context, this study may be of interest to both community college faculty and leadership.  相似文献   

19.
ABSTRACT

Faculty and students evaluate the curriculum design and delivery of a synchronous online PhD program in social work that prepares scholar-practitioners in social work research, education, and organizational practice. The designers envision a collaborative community of scholars and leaders nurtured by a cohort-based, sequenced curriculum, and intentional faculty mentoring. This teaching and learning platform provides an opportunity to engage with a globally diverse population of doctoral students while fostering both relationships and quality learning outcomes. Educational design and pedagogical features of the program are described and analyzed through the collaborative thinking and learning platform of the Community of Inquiry (CoI) model’s interdependent elements–teaching, cognitive, and social presence. Eighteen students and ten faculty evaluated the strengths and limitations of the online program across each dimension of the model through student course evaluations, focus-group reflections, and qualitative faculty survey data. Student and faculty respondents specified the benefits of synchronous presence across all three dimensions. They also identified significant barriers, particularly in the areas of teaching and social presence. Implications and recommendations are based on a review of findings that inform pedagogical decisions and design options for online PhD education in social work.  相似文献   

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