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1.
ABSTRACT

During the course of a career, community college administrators are engaged in activities that are believed to enhance their skills, knowledge, and abilities. Career-related activities such as furthering one's education, participating in professional development activities, and cultivating mentoring relationships may impact the career advancement of administrators. They may also provide opportunities for administrators to grow and develop as leaders. Using social and human capital as a theoretical lens, this article provides an increased understanding of the types of formal and informal activities that senior community college administrators participate in, as well as their perceptions of whether these activities are important for career advancement and development. It also further explores the role that mentors play in the lives of administrators. Findings reveal that administrators in this study participated in a variety of professional development activities both off- and on-campus, and a majority of administrators indicated that they had a mentor in higher education. Implications and areas for future research are discussed.  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.
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   

4.
One of the key services community colleges provide is community education, meaning those programs and activities that are often offered for leisure or self-improvement and not for credit. Programs of this nature are increasingly challenged to be self-financing, whether through user fees or externally funded grants. The current study explored 75 community college community education offerings and found that most offered over 50 distinct community education programs, with less than half of those being self-funded. These colleges typically relied on a professional program director to administer programs; and, most frequently, these individuals reported through a division of academic or student affairs. Among other findings, the majority of community education programs profiled were classified as leisure education, although there were large numbers of programs that related to some distinct element of a community (such a national forest, historic downtown, etc.). Study findings highlighted the need for community college leaders to find balance between community needs and financial responsibility. This includes taking on the responsibility for hosting programs that might be financially unviable, but might meet a strong community need.  相似文献   

5.
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   

6.
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7.
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   

8.
Abstract

Academics who lead large teaching teams of often inexperienced sessional staff have a dual role in professional development. They are both provider and participant. Academic leaders need to develop skills to fulfill their role effectively as the primary professional development provider for their team through opportunities to enhance skills in a range of areas; these areas include team leadership, team management and teaching for learning. In this scenario, there is a multilayered structure of provision of development opportunities. One level is that provided by the team leader and directly related to the needs of the team members and the requirements of the subject. The second level caters for the needs of the team leader in developing skills to effectively perform all the responsibilities of their role. Provision of professional development opportunities that cater for these may be the responsibility of the School, Faculty, Department or Staff Development Unit, depending upon the Institutional context. This paper will present a case study of the professional development programme offered to a large teaching team by an academic team leader. Some implications and issues arising from the case study that need to be addressed by professional developers and academic team leaders to enable and support the improvement of student, staff and organizational learning through professional development programmes will be discussed.  相似文献   

9.
With retirements looming in the ranks of senior leadership, the need for short-term, intensive, focused leadership development targeting midlevel administrators has become acute. Through survey responses and in-depth interviews, this study examines leadership development needs of midlevel community college administrators who aspire to higher leadership positions. The plethora of short-term programs currently available through local colleges, states, and professional associations—while well-intentioned—are most often serendipitous and without clear focus or theoretical underpinning. This study suggests a framework for providing coherent, high impact, short-term leadership development opportunities to assist emerging leaders meet the challenges of today's increasingly complex colleges.  相似文献   

10.
Abstract

Community colleges have traditionally emphasized the role of educational-vocational counseling for students, although in recent times community college counselors seem to desire more involvement in personal-emotional counseling and to be more therapeutically oriented. This study assessed how evening community college students perceive various professional resource personnel and students' likelihood of consulting these professionals for assistance with diverse kinds of problems. Evening students' perceptions were discussed in comparison to perceptions held by day students and by students attending 4-year colleges and universities. Implications for training and the professional identity of community college counselors were also noted.  相似文献   

11.
Abstract

No administrative position appears to be more pivotal in facilitating grassroots change in the community college than that of the department or division chairperson. However, no one, until the present effort, has systematically assessed two-year college chairpersons to determine what they perceive their staff development needs to be. The results of the present study indicate that preservice and inservice training received by chairpersons was generally nominal, and that self-improvement activity appears weak. Further, the respondents reported extensive and serious needs related to knowledge of the community college, managerial skills, personnel matters, administrative matters, curriculum and instruction, student personnel services, and some 18 other possible training needs ranging from the law and higher education to the effective use of a secretary. Chairpersons were also asked to indicate what they consider to be the most convenient times and conditions for inservice training. They suggest that they would seek out substantially more training than they do if better funding, time, and site configurations were made available. Finally, concrete recommendations are made to increase the availability of training of two-year college chairpersons.  相似文献   

12.
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   

13.
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14.
Summaries

English

This paper describes the various activities undertaken by an educational institution as it seeks through a R & D project to improve the quality of life (and learning) in a rural community in The Philippines. Although the subject matter focus is on science education (biology), the project staff became involved in several activities which were only remotely related to biological education, but more closely related to the immediate concerns of the community; these concerns were mainly related to the economic and individual welfare. Efforts to bridge the gap between the community and classroom are described, including educational activities for adults of the community, identifying topics for in‐service seminars of teachers, educational activities for children. Some major principles of lifelong education are then reviewed, and implications to educators are then drawn.  相似文献   

15.
Summaries

English

An attempt was made to compare the types of outdoor activities chosen by school teachers versus community centre leaders. OBIS (Outdoor Biology Instructional Strategies) was used as a model of an environmental programme. Results show that teachers relate outdoor activities to subjects studied by children in class; they choose activities according to concepts presented and group activities around a common topic. Teachers are equally divided by their preferences for activity form: simulation, organism study or game. Community leaders most often chose activities in the form of games and they attribute more importance to the ‘fun’ of the activity and its attractiveness to children. Both groups did not consider participation in a workshop as an important factor in choosing the activities.

It was concluded that in order to spread environmental knowledge, it is necessary to provide many activities to select from, rather than a few units heavily burdened with subject matter.  相似文献   

16.
ABSTRACT

Despite having a well-documented history about community colleges across the United States, relatively few discussions have covered state-level governance structures. To understand the typology of state community college governance structures, it must first be recognized that community college governance is characterized as a complex web of relationships and arrangements that have evolved over time. There is a myriad of ways in which states can structure their higher education systems. Changes, emerging issues, and taxonomies that currently exist in the literature are becoming out-of-date and less precise. The purpose of this study was to develop a national landscape of state-level community college governance structures and to provide an updated categorization of state-level community college governance structures. This study identified common themes, patterns, and emerging developments regarding state-level community college governance. The results of this study about state-level community college governance structures is beneficial for state-level community college governance leaders across the country to stay current and informed on changes and trends, and an opportunity to gain a better understanding about other states’ power-structures, governance, and administration over community colleges.  相似文献   

17.
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   

18.
ABSTRACT

To fully understand the continuing evolution of the community college movement, one must also consider the evolution of its leadership, its changing environment, as well as changing societal needs. This monograph provides some experiential insight into the leadership aspect of the community college, particularly with regard to generational change. Focused topics include needed curricular changes in graduate leadership programs, leadership recruitment and retention, and specific situational discussion. The article concludes with a brief consideration of future challenges for aspiring community college leaders.  相似文献   

19.
Community school personnel in Papua New Guinea are expected to undertake an increasingly complex leadership role in making education more relevant to the needs of the community, yet current administrative training does not acknowledge this leadership perspective. In the light of this changing role, the current model for the in‐service development of community school leaders in Papua New Guinea appears limited theoretically. This is because existing programmes are inadequate epistemologically and do not fully equip community school leaders with the knowledge required to cope with educational change. Existing programmes are based on a technical rationality which serves bureaucratic purposes rather than contributing to teacher empowerment and organisational reward. A new approach is required which recognises the increasing complexities of community school leadership and which links leadership training with the process of professional development.  相似文献   

20.
ABSTRACT

The purpose of this study was to examine community college engineering students’ perceptions of their classroom climate and how these perceptions are related to fundamental skills in engineering. The study was guided by the following research question: How are community college engineering students’ perceptions of their fundamental engineering skills related to their perceptions of classroom climate? Data from a 2009 National Science Foundation sponsored project, Prototype to Production: Processes and Conditions for Preparing the Engineer of 2020 (P2P), which contains information from students in 15 pre-engineering community college programs, were examined. Measures of classroom climate and fundamental skills related to engineering were first established through an exploratory factor analysis. In order to explore differences in student perceptions by individual characteristics and by institution, hierarchical linear modeling (HLM) was used. Results indicated that for community college engineering students, a warmer perception of classroom climate was associated with a higher perception of fundamental engineering skills. At community colleges, class sizes are generally smaller, especially compared to introductory courses at universities, and may provide a warmer climate for students considering beginning their engineering degrees. Given the diversity within community colleges, these institutions may provide an important pathway for underrepresented groups in engineering.  相似文献   

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