首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
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   

2.
Abstract

Of concern to many educators is in-service education of community college faculty. Some two-year colleges have looked to themselves for in-service programs and activities; many have turned to the university for this. A study was conducted among community college leaders and university professors involved in community college education to determine the current status of in-service education in the community college. Opinions related to this topic as well as the role of the university in in-service education of community college faculty were also sampled.  相似文献   

3.
Generational and life course theory lenses were placed upon one finding of a large-scale qualitative interview-based study focused on if and how community college faculty members construct work–life balance. Twenty-eight interviews with faculty members at a midwestern community college were conducted. Differences regarding to work-life balance approaches between Baby Boomer (n = 15) and Generation X (n = 13) faculty and as mediated by position within the life course are elucidated. We termed this finding tides of life, which is comprised of three subfindings: roles, tenure, and gender performance. Practical implications of this finding are put forward. Better understanding of the nuanced ways in which community college faculty construct work–life balance can inform policy decisions that impact faculty work. Moreover, better understanding of faculty life in a general sense is critical as community college leaders craft policies and refine practices related to faculty employment contracts, work environments, support mechanisms, professional development, and mentoring.  相似文献   

4.
Abstract

This study was designed and undertaken to ascertain the administrative models (participative versus bureaucratic) operating within the nation's public community colleges, as perceived by those charged with occupational education. The research design viewed the community college as a dichotomy of administration and faculty. Questions concerning the perceived degree of administration and faculty involvement in major educational issues were solicited from directors of occupational education.

Data for the research were obtained via a questionnaire that gathered biographical and attitudinal information. The usable sample consisted of 282 colleges selected at random from a population of nearly 1,000 public community colleges. Various influence patterns of key functions (curriculum, budget, facilities, and governance) were assessed to determine the role and involvement of faculty and administration. An argument was made to suggest a participative model of administration as a viable mode of administering the public community college. The findings of the research suggested, however, that faculty and administration had different and varying roles of responsibility. The faculty were more involved in departmental and nonbudgetary matters, whereas monetary, governance, and planning issues were functions of the college administration.  相似文献   

5.
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   

6.
Abstract

This study was designed to explore the relationship of selected attitudinal variables among community college faculty members, using a framework derived from symbolic interaction of theory. A survey questionnaire was administered to 627 faculty members in five Pennsylvania community colleges in autumn of 1973. Attitudinal variables are operationally defined through the use of factor analysis, and are related to one another and to socialization experience and reference group identity proxy variables through multiple and partial correlational analysis. Hypotheses concerning variations in attitudes toward the community college philosophy and orientations toward education as consequences of differences in socialization experiences and reference group identities are supported.  相似文献   

7.
ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.  相似文献   

8.
Abstract

This survey was a result of the efforts of the New Jersey Consortium on the Community College to identify and articulate the faculty/staff development needs of the 17 community colleges of New Jersey.

In depth interviews were conducted with administrators, faculty and students at all the colleges. Follow up questionnaires were completed at each community college. A two day workshop was then conducted to identify and assign priorities to specific needs. The needs were ordered in one of three categories: Fulfilling the Goals of the Community College, Teaching/Learning Needs, and Managerial Needs.

The workshop that dealt with “Ways of Meeting Part-Time Faculty Needs” identified eight essential goal related needs while stressing the need for adjunct faculty to understand the philosophy and function of the community college. Within the teaching/learning category the workshop group amplified the need for adjunct faculty to understand how learning occurs. The primary managerial need identified was for each community college to develop strong teaching/learning support systems. The workshop participants viewed the establishment of a continuous program of adjunct supervision as essential for the support of effective instruction.  相似文献   

9.
ABSTRACT

This study expanded on previous models that looked primarily at student and support factors related to student retention and examined other stakeholder group functions not previously reviewed in relation to student retention. The research question assumed that greater faculty participation in campus decision-making and faculty satisfaction would have been associated with a higher campus student retention rate. The non-experimental retrospective design examined the unanalyzed 2007 community college (CC) Changing Academic Profession (CAP) survey in relation to campus retention rates. The CAP captured faculty perceptions of whether faculty or non-faculty entities were the primary influence on decisions regarding academic matters, as well as a rating of faculty satisfaction. Analysis indicated that CC faculty rated their participation in campus decision-making versus non-faculty entities similarly to the ratings of faculty who had completed the CAP at four-year institutions. When compared with the 2007 retention rate per campus, only faculty job satisfaction was statistically significantly positively associated with student retention. Recommendations for future research include continuing to look at retention as an outcome of a multi-factorial model involving all campus stakeholders, and more research with retention as the outcome.  相似文献   

10.
Abstract

Although parttime instructors constitute a substantial portion—often a majority—of community college faculties, they are accorded a low status on campus, with less than half the salary and none of the benefits of fulltime faculty members. This study points up a number of misconceptions that administrators have been using to justify discriminatory treatment of parttime teachers.  相似文献   

11.
Abstract

Recent news cycles have illuminated the disparate, racialized experiences of Black people in the United States but university leadership responses have been reactionary, or worse non-responsive. This study examines how university responses to national racial incidences such as the police brutality affect how faculty of color in one discipline understand the university’s commitment to diversity and ultimately how it affects the faculty experience. Illuminating how university actions affect not only faculty attitudes, but also faculty work has implications on broader university diversity outcomes and rectifying the racist, colonial founding of universities as national institutions. Findings show that there was increased race-related service taxation that was paired with resiliency and resistance tactics, and self- and community-driven coalition building. There are implications for institutional leaders around increasing a diversified student body through attention to community incidences and redefining community relationships to the university.  相似文献   

12.
ABSTRACT

Traditionally, faculty members who expected to become presidents ascended through the typical labor chain to that position. However, questions are prevalent about whether these individuals gain the managerial experience needed to succeed in a presidency. Unlike the private business management model that has been successful in developing leaders in that arena, community colleges have not provided such formal training to former faculty members who are well-versed in their field and academic-related issues, but lack formal managerial skills development. One area where such training may be achieved is through the development of the leaders of faculty senate bodies. Faculty senate bodies provide their leaders with an opportunity to provide a voice in the campus decision-making process and, potentially, may present an opportunity for more formal training for those interested in the presidency. Further analysis of the perceived skills of these leaders is an important step in addressing this need. The purpose of this study was to identify areas of common thinking among community college presidents and faculty senate leaders about the importance of certain experiences and beliefs needed by effective community college presidents, and the extent that they can be learned by service on the faculty senate.  相似文献   

13.
ABSTRACT

This study explored how faculty members implemented constructivist teaching methods after training. The student-centered teaching methods were interactions and collaborations, authentic learning and real-world experiences, linking material to previously learned information, and using technology in the classroom. Seven faculty members trained in student-centered teaching methods by the professional development department at a community college were interviewed. Interviews were supplemented with teacher-generated documents and classroom observations. All reported implementing the recommended practices in the classrooms, both online and in traditional face-to-face classrooms.  相似文献   

14.
ABSTRACT

North Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on the design and student outcomes for an Introductory Biology course over four terms. As faculty learning communities are broadly utilized, it is anticipated that this article may present an effective strategy to increase the quality and quantity of online science, technology, engineering and mathematics (STEM) courses at similar institutions.  相似文献   

15.
Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on undergraduate student participation in research and creative activities. The results of the study indicated that faculty research orientation and external funding were indeed positively related to student participation in research activities. However, faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations had different impacts on a range of research and creative activities by undergraduate students. The findings from this study provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic policies related to faculty and undergraduate education. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement, and higher education policy. Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education. She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research activities and minority student issues. Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education from Ohio State University. Her research interests include the college student experience and its impact on student development and learning.  相似文献   

16.
ABSTRACT

The mission of a community college is distinct from a research one university, where empirical research is valued over investigation of discipline-based teaching and learning. The open-access, affordable, workforce, and transfer emphasis that serves many non-traditional community college students is a rich, meaningful environment for fostering the scholarship of teaching and learning, yet despite an emphasis on best practices and student success outcomes, teaching, and learning in this environment is an underappreciated element of the faculty role. This study explores the use of action research to facilitate engagement in the scholarship of teaching and instructional innovation. The mixed-method action research design incorporated quantitative and qualitative analysis from a wide variety of data sources and triangulated findings through a variation of techniques, including ongoing researcher dialogue and ratings. Action research serves as both the method for this study and the mechanism for faculty research on classroom innovations. This was substantiated as a catalyst for cultivating ongoing inquiry and professional growth. The Innov8 program and integration of action research appears to have a long-term, substantive impact on faculty perspectives, specifically influencing faculty culture, continued educational investigation, and ultimately student learning outcomes.  相似文献   

17.
ABSTRACT

Because of the importance of faculty engagement to achieve our nationwide student completion goals, this paper comprehensively and critically reviews the conceptualizations of faculty and employee engagement in the extant literature. This review is a means to develop an improved, more inclusive, faculty engagement framework. It is a framework that positions adjunct faculty at community colleges—who have been too often marginalized—as a central group that should also benefit from new engagement models.  相似文献   

18.
Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community college faculty and the contextual factors that support or thwart their engagement and productivity. It focused on three key professional activities: (a) basic or applied research, (b) classroom action/teaching research, and (c) faculty professional development. Findings indicate that community college faculty are motivated for all three activities primarily by intrinsic and value-related factors rather than by extrinsic or contextual factors. Further, faculty members present somewhat different motivational profiles for the three work activities. Their motivations also demonstrate responsiveness to workplace characteristics as faculty perceive and interpret them.

These findings provide implications to help college administrators make policy decisions to support the work of faculty and align with institutional mission and goals.  相似文献   

19.
ABSTRACT

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.  相似文献   

20.
ABSTRACT

Adjunct faculty are growing in numbers and time spent instructing courses in social work programs. This paper describes one school's approach in working with and involving adjunct faculty as significant stakeholders in the overall educational program. The described program incorporates a number of ongoing activities to encourage adjunct faculty to contribute to the academic community beyond the instruction of one course. The paper also identifies additional strategies a social work program may consider to further strengthen the adjuncts? role in academia. The paper concludes with questions for social work educational programs and the Council on Social Work Education's Commission on Accreditation to recognize and define the position and function of adjunct faculty in social work education.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号