Download or read book An Analysis of Selected California Community College Faculty Members Perceptions of Challenges Experienced During the First Year of Hire written by Kristen M. Stonebreaker and published by . This book was released on 2021 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the challenges and sources of support encountered by new faculty the first year of hire. Nineteen participants were interviewed from three community colleges. Interview sites were chosen to include three institutions of different sizes. Site 1 was an urban-centered college and a part of a multi-college district. Sites 2 and 3 were both single-college districts. All participants were hired in the Fall of 1989, and were full-time, tenure-track, teaching faculty. Interviews were audiotaped and analyzed by the researcher. From participant comments, themes were generated and summarized in frequency response tables. Some of the major findings of the study were: first, instructors having no previous community college teaching experience reported problems with student diversity within the classroom; the number of teaching hours; and emotional isolation with regard to colleagues the first year of hire. Next, the size of the employing school affected the problems new faculty experienced with regard to student diversity, teaching load, and collegial relationships. Third, the amount of previous teaching experience did not play a significant role in the types of problems reported, but the type of experience did. Finally, proximity and likeness of purpose seem to play a major role in perceived sources of help the first year of hire. Most respondents named department colleagues as their primary source of help the first year. Some of the major recommendations of this study were: (a) give new faculty the opportunity to evaluate the orientation program; (b) break orientation information into modules of three or less hours; (c) arrange orientation modules according to participant needs; (d) give new faculty a tour of the campus, satellite centers, and the surrounding community; (e) avoid giving new faculty "leftover" teaching hours; (f) place the new instructor's office in close proximity to department colleagues and staff; (g) encourage college staff to assume a mentoring attitude toward new faculty; (h) give assigned mentors and their proteges released time; (i) provide mentor training; (j) use tenured faculty as mentors.
Download or read book An Analysis of Selected California Community College Faculty Members Perceptions of Challenges Experienced During the First Year of Hire written by Kristen M. Stonebreaker and published by . This book was released on 1991 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the challenges and sources of support encountered by first year community college faculty members through interviews with nineteen full-time, tenure-track, community college faculty.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Hiring the Next Generation of Faculty New Directions for Community Colleges Number 152 written by Cejda and published by John Wiley & Sons. This book was released on 2011-01-18 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first chapter in this volume presents an overview of the faculty personnel challenges facing community colleges; the next three discuss the socialization and professional development of new faculty. Authors stress the importance of understanding differences among the typs of community colleges and the importance of gender and racial/thnic diversity among the facultry of the institutions who educate the majority of undergraduate females and students of color. The volume concludes with chapters on legal aspects related to the faculty employment and the experiences of presidents and senior instructional administrators, giving valuable guidance to those actively involved in the hiring process. At the heart of this volume is the continued commitment to the community college ideal of providing educational access and, through quality instruction, facilitating student learning and success. Previous research indicated that community college faculty retire at or near the traditional age of sixty-five. With an aging faculty, enrollments that are reaching unprecedented levels, and the federal goverment calling for the community college to take an even greater role in workforce training, community colleges will need to both replace significant portions of their faculty and hire additional faculty lines between now and 2020. This next hiring wave has implications for community colleges, the diverse student populations who attend these institutions, and society in general. This is the 152nd volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book Understanding Community College Faculty Perceptions of Academic Assessment written by Erin M. Nitschke and published by . This book was released on 2014 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined the perceived benefits of academic assessment as seen by community college faculty members. This study further aimed to identify what methods of assessment faculty perceive as valuable in evaluating student learning and how faculty utilize assessment results to modify academic programming. Lastly, this study sought strategies that may facilitate the construction of a sustainable culture of evidence and learning by focusing on the benefits of assessment. The researcher selected ten faculty members employed at the organization to participate in the interview process. Participants were limited to full-time faculty members with at least five years teaching experience in adult and higher education. During data analysis, six emergent themes developed as follows: (1) assessment as a multi-level process, (2) alignment beginning at the course level, (3) reciprocal relationship between teaching and learning, (4) assessments of higher order thinking, (5) data usability, and (6) administration-faculty disconnect leading to a culture of compliance. While faculty in this study found assessment to be beneficial to improving teaching and learning, faculty also noted several specific challenges they perceived to be barriers in creating a sustainable culture of assessment at the organization. Strategies for building the organizational culture were outlined and recommendations for future research were made.
Download or read book To Jump Or Not to Jump written by Alketa Wojcik and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies have sounded the alarm concerning the impending void of leadership that community colleges will face in the 21st century. One concern is that the pool of applicants from the traditional leadership pathway of existing community college faculty members has decreased dramatically in the past decade. This study explored faculty perceptions of the administration positions in California community colleges and their desire and willingness to step into these roles. The study also looked at the impact of the underlying issues associated with the motivation for life-work balance on the likelihood of community college faculty to apply for administrative positions. This study was conducted through a mixed-method design involving quantitative and qualitative data collection. A survey was sent to all tenured and tenure-track faculty at community colleges in San Diego County, California. There were 341 participants who completed the survey, yielding a response rate of 22.7%. The first research question sought to explore faculty's perceptions of the administration positions at California community colleges and their desire to step into those roles. Three themes emerged in analyzing the responses of why faculty consider going into administration: (1) improve the system or college; make a difference, (2) personal growth and challenge, and (3) salary and/or benefits. In addition, five main themes emerged from reasons why faculty would not consider jumping into administration: (1) workload, stress, and lack of flexibility for family time; (2) lack of job satisfaction due to bureaucracy, incompetent colleagues, or system; (3) love of teaching and profession; (4) lack of job security; and (5) going to the "dark" side. The second research question sought to explore to what extent motivators for life-work balance affect the decision of California community college faculty to leap to administration. The motivators for life-work balance do influence the faculty in the decision to jump into administration; however, there was no significant difference between Generation X and the baby boom generation's belief in achieving the balance. The study concludes with recommendations to community college administrators, board of trustees and faculty
Download or read book Career Development Is Where It s At written by Maria Jesse Chaidez (Graduate student) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The California Community College System is an entry point for the majority of first-generation college students. This case study of a community college in Southern California examined the experiences and motivations of both Latinx students in their major/career decision-making process and the community college counseling faculty who serve, educate and guide them on a daily basis. Qualitative interviews were conducted with 10 first-generation Latinx students, as well as 10 counseling faculty at the same community college. Three themes emerged from this study: (1) perceptions of the career decision-making process, (2) tenacity despite institutional challenges, and (3) first-generation faculty serving first-generation students. Students shared a variety of motivations in their decision-making, and the findings indicate that both students and the counseling faculty agree that counseling career exploration courses are impactful and should be required for all new students. However, several institutional barriers prevent this from being a reality. Recommendations include suggestions for funding, hiring, the creation of internship programs, and that college campuses establish first-generation ally training for faculty.
Download or read book Faculty Perceptions of Under prepared Students in Community College written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Post-secondary education is experiencing increasing numbers of incoming freshman who are academically under-prepared for college level work. California Community Colleges have more academically under-prepared students than any other institutions in the state, with 60-90% of incoming freshman in need of some form of remediation. The California Community College System Office is addressing this influx into its colleges with the Basic Skills Initiative which provides resources for colleges to support the under-prepared population. The purpose of this study was to determine what community college faculty think about the growing population of under-prepared students, how they are addressing these students in their classroom, and how they feel their institution is doing to support this population. The study further investigated differences of opinion between basic skills faculty and non-basic skills faculty. Study participants were full-time instructional faculty who participated in focus groups and a written survey which explored faculty awareness and perceptions of under-prepared students, current classroom practices addressing the under-prepared population, and recommendations for improvement. The response rate of 71% for the survey results paints a fairly accurate picture of the community college classroom as it pertains to under-prepared students at American River College. The results portray community college faculty as a flexible group doing their best to accommodate under-prepared students entering their classroom. Virtually all faculty recognize the under-prepared students in their classroom and most stated up to 50% of the students in transfer level classes are academically under-prepared. Many faculty have adjusted their course requirements to address issues associated with under-prepared students. Faculty believe the institution could be doing a better job to support their work with under-prepared students and a more focused effort is needed to ensure the success of under-prepared students at the institution. Most faculty believe the reason for the growth in under-prepared students is due to student motivation rather than the student's background or available resources. Although current practices in the classroom truly demonstrate progress with academically under-prepared students, they reveal additional work is necessary before all students, regardless of their level of preparation, can achieve success at the community college.
Download or read book California Community College Faculty written by Maria Elena Clinton and published by . This book was released on 2014 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty involvement in institutional governance has come to represent the norm within higher educational institutions. Community college faculty members' role in institutional governance has not been the major focus for studies. Currently, faculty members from Liberal Arts (LAC) programs represent about 70 percent of the faculty in California community colleges; they also represent the largest percentage (88) of academic senate presidents. By comparison, approximately 30 percent of Career and Technical Education (CTE) faculty represent only 12 percent of the academic senate presidents in 2012. This study identified and explored the differences between LAC and CTE faculty perceptions of their values and roles regarding their involvement in the academic senate and shared governance process at their institutions. In addition, the study also identified and explored the notable differences and similarities between LAC and CTE disciplined full-time faculty member's perceptions of incentives and disincentives regarding running for Academic Senate president. The qualitative research design was used to interview and study Liberal Arts (LAC) and Career Technical Education (CTE) full-time tenured and tenured-track California community college faculty members at two community colleges located in one Southern California college district. The researcher discovered that the majority of the CTE participants did not feel as though the academic senate or college valued their discipline or discipline expertise. In stark contrast, the majority of LAC participants did believe that the academic senate and college valued their discipline and discipline expertise. The study identified that LAC and CTE participants share more similarities when it comes to the identification and perception of disincentives. Although LAC and CTE participants identified the same incentives, they had differing perceptions of the exact meaning or motivation behind them. More research is needed in this area of study if community colleges want to continue to have faculty from all representative disciplines participate in shared governance at their colleges. If these areas are not thoroughly explored, there will be a continued lack of participation from faculty, especially CTE faculty.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Experiences Perceptions written by Melissa Joann McManus and published by . This book was released on 2013 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: California community colleges are facing an impending leadership crisis due to a lack of formal preparations related to leadership training practices, proper budgetary resources, and misconceptions associated with administration, which could prevent the preparation of individual advancement into academic leadership roles. Currently, formal succession training and leadership development practices within California community colleges are sparse at best. This phenomenological research study investigated the experiences of seven California community college deans to understand their perceptions of the process involved in advancing from a faculty position into the academic deanship role. The perceptions and experiences, gathered from in-depth interviews, observations, and artifacts analysis, related to how the participants experienced the transition, what they did individually to make the transition, and how they perceived what the institution did to assist them in the transition. The anticipated benefit of this study is to uncover ways to inform future leadership decisions for community college administration. By recounting their personal stories, the participants established that individuals are the driving force behind their career advancements, that training and preparations for leadership are informal, that mentoring plays a significant part in the transitions of faculty to dean, and that the transition itself presents a variety of challenges. The results of the study, based on the findings included: leadership expectations do not correspond to leadership training opportunities, succession training and leadership development is informal, mentoring is significant, and individual impetus is overarching. The research conclusions were: transitioning from a faculty member to a deanship can be challenging; mentoring is a positive and welcomed experience; the desires to pursue the role of dean are driven by the individual and not the institution; preparing for the dean role can be achieved through multiple avenues; and training for leadership roles is largely, if not entirely, informal and initiated by the faculty member. Finally, recommendations for community college leaders and future research are also discussed.
Download or read book The Professionalization of Part time Faculty in the California Community Colleges written by Katrin Ingeborg Spinetta and published by . This book was released on 1988 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Community College Adjunct Faculty Perceptions of Departmental Cultures written by Colin Evan Williams and published by . This book was released on 2019 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Years of hiring practices have resulted in adjunct professors comprising the majority of college faculty (Gappa, Austin, & Trice, 2007; Schuster & Finkelstein, 2006). Today, adjunct faculty provide almost half of all instruction at the California community colleges (Student Success Initiative, 2018). It is essential to increase adjunct faculty participation in student success activities, such as Student Learning Outcomes (SLO) assessment. A large number of courses may not be taught as effectively if adjunct faculty do not assess SLOs (Danley-Scott & Topsett-Makin, 2013). This study sought to identify how adjunct faculty perceive their department cultures across the state. It also strived to understand what, if any, influence departmental cultures have on adjunct faculty contributing to SLO assessment. This mixed methods sequential explanatory study yielded findings emerged that indicate adjunct faculty at iii both sites primarily experience inclusive and learning cultures. Specific areas for improvement include communication, collaboration, and input in the design of curriculum and learning goals. Emergent findings included the role of the department chair as the progenitor and maintainer of a department's culture. Adjunct faculty were found to be driven primarily by a sense of service to students and refining the curriculum to serve transfer and career goals. Lack of communication and collaboration were found to have adverse effects on these intrinsic motivations. Departments and institutions seeking to transform cultures of compliance around student learning outcomes assessment into cultures of inquiry may do well to begin with communication, collaboration, and other low cost change strategies in order to cultivate inclusive and learning cultures that increase adjunct faculty participation in SLO assessment.
Download or read book The Challenge of Change written by Kristeen Nellie Abrahamson and published by . This book was released on 2008 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Experiences of Community College Faculty in Developing Discipline Specific Educational Master Plans at American River College written by Susan L. Lorimer and published by . This book was released on 2002 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's community colleges are challenged to respond to rapidly changing internal and external environments. Their responses must promote highly responsive and relevant programs and services, while keeping intact the strengths of community colleges--access, student success, and a focus on teaching and learning. Further, these responses must occur in the context of rising costs, decreasing revenues, and increased accountability. Accrediting agencies are requiring colleges to more effectively respond to change by implementing improved planning processes. The research literature on higher education planning suggests faculty are a key constituency to engage in planning efforts. However, little is written about actual faculty experiences in planning. This qualitative study was conducted to provide increased understanding of how faculty at a large, suburban California community college experienced developing discipline specific educational master plans (EMPs) in Spring 2001. Using interactive qualitative analysis methodology, a seven-member faculty focus group first identified the affinities (or themes) of their planning experience. These affinities were used to develop interview questions for another 14 faculty members. The 21 faculty participants were from a total of nine different instructional areas, and had been identified as lead EMP contacts for their disciplines. Following its collection, the data was analyzed to generate grounded theory about the faculty EMP experience. The "Faculty EMP Experience Systems Theory" revealed the primary driver of the faculty experience was their belief eligibility for future resources for their disciplines was tied directly to their EMPs. This was followed by secondary drivers of their past experiences with planning at the college, and the resources they were given, or accessed, to complete their plans. Together, these three drivers directly influenced how the planning work was done. The secondary outcomes of the faculty experience developing EMPs included interpersonal effects of engaging in the EMP process, and unanswered questions about what the administration would actually do with their EMP work. Finally, the primary outcomes of the faculty experience were their evaluation of the EMP processes and products (plans), and the frustrations, if any, they experienced. This new theory suggests implications for practice and further research.
Download or read book Bridging the Gap written by Barbara Jean Kelberer and published by . This book was released on 2002 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt:
