Download or read book A Case Study of Community College Professors of English written by Sharon J. Koch and published by . This book was released on 2011 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this single-case study was to explore and describe community college English faculty members' perceived self-efficacy (Bandura, 1997) using best instructional practices, as identified by the National Association of Developmental Education (2009) to teach students who are underprepared for college. More specifically, the focus was on using NADE's best instructional practices within the context of teaching basic writing. The frameworks of Bandura (1997) and NADE provided the theoretical basis for the study. A set of five components identified by NADE each comprise essential and recommended practices for instruction: (a) student outcomes, (b) knowledge and preparation, (c) management of the learning environment, (d) teaching style, and (e) teaching process. Two data collection methods were used: a researcher-designed survey and in-person interviews. The survey was a 48-item, paper-pencil instrument designed to gather faculty members' reports of confidence in using best instructional practices. The survey was administered first and served as the primary data source. The interview was topical and designed to elicit information that would expand upon the survey data. The approach followed Flanagan's (1954) Critical Incident Technique. Interviewees were to identify a basic writing class (e.g., lesson or activity) that was particularly effective and provide details about what they did, why they thought it was effective, and student outcomes. The interview guide also contained a list of prompts regarding instructional practices that participants might be using in their courses. The sample included 12 faculty members from a community college in a Northeastern state who teach basic writing to underprepared students. Seven of the 12 survey respondents also participated in an interview. Findings are indicated for each component of NADE's (2009) best instructional practices. The analysis of the survey and interview data yielded 74 findings. Overall, faculty members were confident in using the practices. Interviewees provided varied examples of using the practices. Some interview data did not reinforce survey data, such as confidence in assessment of prior knowledge, use of current research, and selection of an appropriate learning pace. Conclusions and recommendations for practice and future research are presented for each of the five components of the conceptual framework.
Download or read book Case Studies to Understand the Motivation and Experiences of Community College Professors Engaged in a Faculty Development Project written by Mary Ellison Hay Preece and published by . This book was released on 1995 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Community College English as a Second Language Classroom written by Katherine Allyn Masters and published by . This book was released on 2010 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Case Studies to Understand the Motivation and Experiences of Community College Professors Engaged in a Faculty Development Project microform written by Mary Ellison Hay Preece and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 1995 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Case Study of Community College Faculty Attitudes Toward Students with Disabilities written by Mary C. Clark and published by . This book was released on 2017 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Puente Project written by Ray Cuadra Mapeso and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The community college Puente Project has been in existence since 1981, and through a unique learning community model, has proven to be a successful intervention for Mexican American/Latina(o) students wishing to transfer to four-year institutions. In existence since 1981, and created by Felix Galaviz and Patricia McGrath from Chabot College in Hayward, California, the Puente Project is currently in 62 California Community Colleges, and in 35 California high schools. According to the US Census Bureau, there are 13.1 million Hispanics living in California. As one of the largest ethnic groups in California, Mexican American/Latina(o) students are also the least likely to complete a college education (Gonzalez, Jovel, & Stoner, 2004; Auerbach, 2004; Delgado-Gaitan, 2002; Ginorio & Huston, 2001; Rendón, Justiz, & Resta, 1988). Chang (2005) states that, faculty serve many roles that include instructors, role models, employers, advisors and support system for students, and influence student development. Santos and Reigadas (2000), state that faculty members play an important role in the social network of minority students, and Rendón (1994), states that normal faculty-student interaction is not enough for non-traditional students and that faculty must take an active role to involve non-traditional students both in the classroom and in campus activities. The Puente Project is a successful community college program that has proven to improve the transfer-going rates, and interrupt the disparity of Mexican American/Latina(o) degree completion. Faculty serve to as the primary institutional change agents in educational institutions, therefore, it is important to understand how Puente Project faculty influence the success of the Puente Project. This study shall research the Puente Project faculty and provide deeper insight into how faculty influence the success of the Puente program and program participants.
Download or read book The Community College Writer written by Howard Tinberg and published by SIU Press. This book was released on 2010-02-18 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: While there have been several studies of writing programs at larger, baccalaureate institutions, the community college classroom has often been overlooked. Authors Howard Tinberg and Jean-Paul Nadeau fill this gap with The Community College Writer, a systematic and unique case study of first semester writing students at a community college. Drawing on surveys, interviews, and samples of classroom assignments, Tinberg and Nadeau use their research at one community college to reach out to instructors throughout the nation, fostering communication between community college faculty members in the effort to establish full-fledged writing programs geared toward student success. At the heart of the book are the voices of the students themselves, as they discuss both their teachers’ expectations and their own. Through a series of case studies, the authors reveal the challenges students face as budding writers, and their firsthand experiences with writing programs at the community college level. With this informative study, Tinberg and Nadeau seek not only to encourage dialogue between student and teacher or community college instructors, but to expand the conversation about program improvement to include both two- and four-year colleges, bringing composition faculty together in an effort to improve writing programs in all schools. Included in the volume are seven appendices, including surveys and interviews with faculty and students, making The Community College Writer a comprehensive and practical guide to tackling the issues facing writing programs and instructors.
Download or read book Community College ESL Teachers Perceptions of Their Work written by Linda J. Anderson and published by . This book was released on 2008 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Thirteen community college English as a Second Language (ESL) instructors were interviewed in order to determine how they perceive the nature of their work. Teachers in both credit and noncredit ESL classes were included in the study.
Download or read book Teaching Developmental English written by Joanne Zeas and published by . This book was released on 2013 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study describes members of the Liberal Arts/English adjunct faculty at one mid-Atlantic urban community college (MAUCC), their perceptions of the organizational climate of their program, and their satisfaction and motivation patterns. The study was designed as a case study focusing on one MAUCC department. Adjunct faculty members constitute a growing percentage of the teaching force in higher education institutions--particularly in community colleges (Eagan, 2007; National Center for Educational Statistics, 2011). With rising economic pressure, community colleges increasingly rely on adjunct faculty for teaching their students, particularly in introductory and remedial courses (Eagan, 2007; National Center for Educational Statistics, 2011). However, research suggests that, relative to students taught by full-time faculty, students in introductory courses that are taught by adjunct faculty members are less likely to be successful and to persist to degree completion (Harrington & Schibik, 2001; Eagan, 2009; Jaeger, 2009). Some research suggests that adjunct faculty's work conditions interfere with the quality of their instruction (Eagan, 2007; Lei, 2008). Other research concludes that adjunct faculty members' motivation for teaching and/or method of teaching is incompatible with the investment required for supporting community college students in developmental courses (Adamowicz, 2007; Glenn, 2008). However, little is known about the way contemporary community college adjunct faculty members perceive their role in the organization and their responsibility for promoting students' learning, development, and academic success. The completed research answers the questions: (1) How do adjunct faculty members teaching developmental courses in a community college describe their satisfaction within their current organizational roles? (2) How do adjunct faculty members teaching developmental courses in a community college perceive their responsibility toward student learning and academic success? (3) How do adjunct faculty members describe their motivation within their current role? and (4) How do these adjunct faculty members' perceptions of satisfaction, instructional effectiveness, and motivation relate to their personal background? The research is designed as a case study and focuses on adjunct faculty members teaching introductory and developmental English at one community college.
Download or read book DEVELOPMENTAL ENGLISH PROFESSORS EXPERIENCES WITH LEARNING MANAGEMENT SYSTEMS AT AN URBAN COMMUNITY COLLEGE written by Amy Lynne Lewis and published by . This book was released on 2016 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Universities and colleges are embracing and utilizing technology to a rapidly increasing extent, responding to its cost-effectiveness and efficiency as well as the regularity with which 21st century students rely upon it in their everyday lives. Chief amongst the technology used in higher education are Learning Management Systems (LMS), such as Blackboard, Sakai, and CANVAS. Urban community colleges have also embraced LMS, but with student bodies that often lack regular access to or extensive experience with using technology for socio-economic or generational reasons, the outcomes from using LMS can be very different to those experienced at four-year institutions that generally serve a more affluent, traditionally-aged demographic. In particular, students in developmental courses, or those courses designed for individuals who could not test into college-level courses, can be particularly challenged when it comes to using LMS in their studies as it is an additional component to which they must acculturate in higher education whilst attempting to rectify their skills deficiencies. For faculty teaching developmental students, this can raise the question of whether it is important to acclimate students to the technology they will be called upon to use in the 21st century classroom or whether the sole focus should be remediating students' lacking academic skills. This qualitative, interpretivist, constructivist-activist/pragmatic study uses interviews with urban community college professors who use or reject the college's LMS (i.e. CANVAS) to varying extents in their classrooms, non-participant observations of the course components those professors who use CANVAS post online, and course artifacts to examine and reflect upon professors' experiences with employing or eschewing such technology with their students.
Download or read book Redesigning America s Community Colleges written by Thomas R. Bailey and published by Harvard University Press. This book was released on 2015-04-09 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Two Year College Writing Studies written by Darin Jensen and published by University Press of Colorado. This book was released on 2023-12-15 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two-Year College Writing Studies is a comprehensive overview of the two-year college writing teaching experience within our current political and historical contexts, with examples for teachers to better enact just teaching practices in their colleges. Editors Darin Jensen and Brett Griffiths present grounded, well-theorized, and practical strategies for teachers to implement in classrooms, institutions, and geopolitical contexts to advocate more effectively for their students. Contributors draw on theories of identity, rhetorical third space, and linguistics to articulate a praxis of just teaching. They describe existing institutional challenges and opportunities that foster equity and offer cautionary tales of educational systems dismantled for short-term economic and political gains. Two-year college writing studies—when properly resourced—holds the potential to foster (or undermine) democratic ideals of civic literacy and uplift. Chapters in this volume offer case study examples of changes in departmental practices for reflection, interaction, and assessment that empower faculty to break free and engage directly with institutional, regional, state, and national constraints. By making these resilient practices visible, Two-Year College Writing Studies amplifies the voices and validates the experiences of instructors engaging in this work. It will serve generalists, specialists, and academics interested in the subdiscipline of student success pedagogies and the political histories of two-year colleges and be useful for instructors new to the field, as professional development for veteran instructors, and as an introduction for graduate students entering two-year college writing studies programs.
Download or read book Access Excellence written by John E. Roueche and published by American Association of Community Colleges(AACC). This book was released on 1987 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing from an in-depth case study of the organizational climate, leadership, teaching, systems, programs, and student outcomes at Miami-Dade Community College (MDCC), this book addresses questions related to the achievement of both open access and high academic standards in the community college. Chapter I presents the rationale for the study and explains the Roueche-Baker Community College Excellence Model depicting the character of MDCC. Chapter II gives a brief history of MDCC and describes the social context of the educational reform program initiated by MDCC in 1975. Chapter III outlines the reforms initiated, planned, and implemented by the MDCC staff in eight basic areas: (1) curriculum, including general education courses; (2) assessment testing; (3) basic skills support; (4) Emphasis on Excellence, an honors program; (5) standards of academic progress; (6) Academic Alert, a feedback system about academic standing; (7) the computerized Advisement and Graduation Information System; and (8) faculty and staff development. Chapter IV presents the results and outcomes of these reforms. Chapters V, VI and VII presents findings regarding the organizational climate, leadership, and teaching at MDCC. Finally, chapter VIII summarizes the study findings. An eight-page reference list concludes the volume. (LAL)
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Between Two Worlds written by Lois Weis and published by Routledge. This book was released on 2018-01-02 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 1985, this book explores the ‘lived culture’ of urban black students in a community college located in a large northeastern city in the United States. The author immersed herself in the institution she was studying for a full academic year, exploring both the direct experiences of education, and the way these experiences were worked over and through the praxis of cultural discourse. She examines in detail the messages of the school, including the ‘hidden curriculum’ and faculty perspectives, as well as the way these messages are transformed at a cultural level. The resulting work provides a major contribution to a number of debates on education and cultural and economic reproduction, as well as a leap forward in our understanding of the role schooling plays in the re-creation of race and class antagonisms. This work will be of great interest to anyone working with minorities, particularly in the context of education.
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2005 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt:
