Download or read book Community College Faculty to faculty Influence written by Brenda Inglis Marks and published by . This book was released on 2004 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: As community colleges have responded to shifts in funding structures, demands from an aging population, the emergence of for-profit competitors, the development of globalization, and the increasing use of technology, the role of faculty has evolved and new leadership opportunities have emerged. This study examines informal faculty leadership at a larger-sized Oregon community college. Informal leadership is conceptualized as a faculty member (not in a leadership position) who influences another faculty member. Interviews with 16 faculty members were recorded, transcribed, and analyzed for dominant themes. Four major themes emerged: how strong ties develop between faculty; the impact of office location in developing relationships with other faculty; the phenomenon of faculty role models; and how e-mail communication influences faculty. When faculty share similar interests and values, strong ties develop. Faculty are influenced by colleagues who are identified as a strong tie relationship. The proximate location of offices appears to promote the development of strong ties: many faculty who develop strong tie relationships report having co-located offices. Fewer than half of the interviewees identified role models, and most of these (five out of seven) were faculty with four to ten years of teaching experience at the study site. Participants reported that role models were admired because of their social skills, teaching experience and positive personality traits. E-mail communication was the final theme that emerged as a factor in how faculty were influenced by other faculty. The impact of the influence was difficult to discern because of the wide variance in how e-mail messages are selected to be read by the receiver. Findings in this study did indicate that faculty reported being influenced by other faculty in a variety of ways: through their strong tie relationships with other faculty, by proximate locations to other faculty, through observing role models and by reading e-mail communications from other faculty.
Download or read book Community College Faculty written by J. Levin and published by Springer. This book was released on 2006-01-31 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: John S. Levin, Susan T. Kater, and Richard L. Wagoner collectively argue that as community colleges organize themselves to respond to economic needs and employer demands, and as they rely more heavily upon workplace efficiencies such as part-time labor, they turn themselves into businesses or corporations and threaten their social and educational mission.
Download or read book College Professors and Their Impact on Students written by Robert Charles Wilson and published by Wiley-Interscience. This book was released on 1975 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Wiley-Interscience publication.
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:
Download or read book The Influence of Faculty and Staff Messaging on Black Male Community College and Transfer Student Success written by and published by . This book was released on 2016 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The exploratory research in this dissertation examined the need for faculty and staff to take additional measures to support and encourage Black males utilizing their services and learning in their classrooms. The focus is on messaging that can come from these campus leaders, and how it can influence Black male community college and transfer students in meeting their educational and professional goals. Each chapter brings to light the importance of messaging that comes from faculty and staff who choose to work on college campuses. They have the opportunity to positively influence the educational outcomes for all students, and specifically Black males. The first article reviewed research regarding the need to step in and help this population of students and reasons why we might want to pursue faculty and staff messages and how they influence their success. As found in the second article, the specific messages that positively predict intrinsic interest are those that remind Black male students that they belong on the campus, deserve to be in college, and are capable of completing college-level work. In the final article, they also benefit positively from messages that show faculty and staff want to get to know them, seek to challenge them, believe in their potential, and request their participation in campus programs and events. Although these studies could stand alone, together they send a stronger message to support the call to action needed to bring community college faculty, staff, and administrators into alignment with the type of messages they are sending.
Download or read book Teaching in Context written by Mariette Rattner and published by . This book was released on 2018 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the current climate of accountability that characterizes public higher education in the U.S., policymakers rely heavily on institutional performance outcome measures such as retention and graduation rates for the purpose of evaluating the instructional effectiveness of colleges and universities. In recent years, criticism based on such performance outcomes has been leveled at these institutions as regards their heavy reliance on part-time adjunct faculty. Critics have argued that these outcomes show that part-time adjuncts teach less effectively than full-time permanent faculty, and therefore do not deliver value for the government funding allocated to the institutions that employ them. Much of the existing research about the teaching effectiveness of part-time adjunct faculty relative to full-time permanent faculty, however, is characterized by inconsistent findings. Many of these studies rely on student performance and behavioral outcomes to measure instructional effectiveness. It can be argued that, in general, the outcome-oriented approach to assessing instructional effectiveness is inadequate, because it does not take into account the environmental circumstances that act as inputs to the educational process and impact faculty's ability to teach effectively. A balanced assessment of instructional quality requires examination of these inputs, particularly the ways in which government and institutional policies and practices influence instructors' teaching practices, as well as assessment of institutional or student performance outcomes. This dissertation describes a mixed methods study that examines and compares the reported teaching practices of full-time and part-time community college faculty; assesses the degree to which these practices align with or diverge from the principles associated with the Chickering and Gamson (1987) Seven Principles for Good Practice in Undergraduate Education construct; and employs the Bronfenbrenner (1986) Ecological Model as a framework for exploring how the environmental factors that shape faculty's day-to-day professional experiences influence their teaching practices. Important findings of this study include the fact that full-time faculty employ progressive teaching methods to a greater extent than part-time faculty; that part-time faculty feel excluded from the community of their school or department; and that institutional policies and practices that limit part-time faculty access to teaching-related resources can inhibit their implementation of effective teaching methods.
Download or read book The American Community College written by Arthur M. Cohen and published by Jossey-Bass. This book was released on 1989-09-25 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monograph provides a comprehensive overview of community college education in the United States, emphasizing trends affecting two-year colleges within the past decade. Chapter 1 identifies the social forces that contributed to the development and expansion of community colleges and the continuing changes in institutional purposes. Chapter 2 examines the shifting patterns of student characteristics and goals, the reasons for the predominance of part-time attendance, participation and achievement among minority students, attrition issues, and recent moves toward student assessment. Chapter 3 draws on national data to illustrate the differences between full- and part-time faculty and discusses issues related to tenure, salary, workload, faculty evaluation, moonlighting, burnout, and job satisfaction. Chapter 4 reviews the changes that have taken place in college management as a result of changes in institutional size, the advent of collective bargaining, reductions in available funds, and changes in governance and control. Chapter 5 describes various funding patterns and their relationship to organizational shifts. Chapter 6 discusses the rise of learning resource centers and the maintenance of stability in instructional forms in spite of the introduction of a host of reproducible instructional media. Chapter 7 considers student personnel functions, including counseling, guidance, recruitment, retention, orientation, and extracurricular activities. Chapter 8 traces the rise of occupational education, as it has moved from a peripheral to a central position in the curriculum. Chapter 9 focuses on remedial and developmental programs and addresses the controversies surrounding student assessment and placement. Chapter 10 deals with adult and continuing education, lifelong learning, and community services. Chapters 11 and 12 examine curricular trends in the liberal arts and general education, highlighting problems and proposing solutions. Chapter 13 addresses the philosophical and practical questions that have been raised about the transfer function and the community college's role in enhancing student progress toward higher degrees. Finally, chapter 14 offers projections based on current trends in student and faculty demographics, college organization, curriculum, instruction, and student services. (JMC)
Download or read book Identifying Leadership Styles that Influence the Willingness of Community College Faculty to Teach Online Courses written by April J. Harrison and published by . This book was released on 2011 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to identify leadership styles that community college leaders have used to influence the willingness of community college faculty to teach online courses. The data collected confirmed that faculty resisted teaching online because of five major reasons: The comfort of using technology as part of their content delivery; the age of the faculty member; many faculty question the quality of online courses and the ability to teach effectively certain courses online; and the time needed to develop and facilitate properly an online course. This study found that administrators of community colleges who were interviewed for this study relied primarily on transformational and situational leadership models. In terms of overcoming faculty resistance they relied on six key strategies for overcoming this resistance: intrinsic and extrinsic incentives; peer to peer influence, release time, responding to student needs; assuring high quality online course and offering technology skills. Out of these six, peer influence was seen as the most influential. More importantly these administrators acknowledged that it is the way in which an administrator influences faculty to teach online that determines the success of a faculty member's efforts for this delivery format. Predominantly, these administrators noted that enticing faculty in the water a little at a time was extremely important for their acceptance and willingness to teach online. Beyond this effective strategy, administrators noted that it is important to reach buy-in for online learning within a small, respected group of faculty first and then let them disseminate the importance and approval of teaching online.
Download or read book Considering Practitioner Influence on Student Success Exploring Community College Faculty Funds of Knowledge written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Job Satisfaction on Part time Faculty s Commitment to the Collegiate Function of Community Colleges written by Andrea Mary Olson and published by . This book was released on 1996 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors that Influence Community College Faculty Participation in Distance Education written by Lisa Rosanne O'Quinn and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Those who Would Not Serve written by Rachel Elizabeth Rosenthal and published by . This book was released on 2008 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Innovating Change in the Faculty Model written by Sharon Thompson Buck and published by . This book was released on 2004 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: The founders of Cascadia Community College changed faculty role and duties as they designed a new college. The college founders chose which themes of learning reform would be enacted by faculty in this new setting. They determined what elements of traditional roles continued to be important and what new expectations would be articulated. They decided what themes would become the center of faculty role in the creation of the new college. The study seeks to establish the themes of reform that were adopted by this college and how the founders expected those reforms to reside in, change, and influence faculty role. Through interviews with founding college members, the researcher, herself a participant in the founding of the college, triangulated the voices of the key participants with the publications of the new college that were related to faculty role. Themes that emerged from the study were outcomes, interdisciplinarity, organization and structure, innovation, technology, global/multicultural perspectives, complexity, and expectation for traits. A new view of expanded faculty role expectations is explored. This role is reflective of many themes seen in reform literature involving tenets of the learning college, the shift from teaching to learning, and outcomes-grounded teaching. A model is presented to explain the interrelatedness of the themes and the new perspective on teaching in the reformed college.
Download or read book Influences on Faculty Uptake from a Faculty Learning Community written by Lydia G. Bender and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Professional development is a tool that faculty members can use to become more knowledgeable about certain fields of study, or to develop a wide variety of skills. One way that college faculty use professional development is to learn how to become better teachers. We investigate what influences affect the ways in which faculty take up ideas from professional development programs. By employing the framework of Pedagogical Reasoning and Action, we investigate how faculty take up ideas from a particular Faculty Learning Community (the STEM Teaching \& Learning Fellowship) and the factors that influence their instructional and material design choices. Influences affecting faculty were examined in three different cases. From these cases, we constructed themes, and examined those themes across all cases using a cross-case analysis. In this multiple case study we find that alignment between assessment and instruction and participation in departmental practices correspond to the extent in which faculty bring new teaching ideas and practices into the classroom. These findings can be leveraged to help influence the ways in which developers should design and improve programs as well as inform researchers on future avenues of research.
Download or read book The Community College Faculty Experience at a Comprehensive Early College High School written by Heather Lynne Elias and published by . This book was released on 2015 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: As advocates of the open door policy, community colleges participate in innovative partnerships that strive to increase access to college and opportunity. Since 2002, community colleges have collaborated with public schools to establish the Early College High School (ECHS) partnership. Through this unique partnership, community colleges have expanded access to – and improved the educational outcomes of – underserved student populations by enabling them to take college courses while still in high school. Primary literature on the Early College High School Initiative has examined the program’s organizational design; performance; students; and high school faculty experiences. Yet, since research on Early College High School is still in the nascent stage, little is known about the impact of specific model designs and the community college faculty members who teach therein. The purpose of this study was to explore the experiences of community college faculty who taught at an urban, comprehensive ECHS. The researcher conducted this qualitative research through the utilization of phenomenology and Weick’s Sensemaking conceptual framework. The data collected for this study revealed five emergent themes related to the community college faculty experience: Faculty Backgrounds, Programming, Place, Instruction, and Relationships. The findings from this study acknowledged that: community college faculty members’ personal and professional backgrounds influenced their preparation for teaching at the comprehensive ECHS; the comprehensive ECHS programming design influenced how faculty members made sense of their experiences; the place, and instructional space, at the comprehensive ECHS influenced faculty members’ instructional experiences; faculty members’ ECHS instructional experiences influenced their overall instructional methods; and faculty members’ relationships with students, college personnel, and ECHS personnel were vital to their instructional experiences. This study advanced the knowledge, theory, and practice of community college faculty members’ experiences at the urban, comprehensive ECHS. The researcher developed recommendations for community colleges, P-12 partners, and policymakers invested in the ECHS program and the comprehensive ECHS model.
Download or read book What s Happening to Public Higher Education written by Ronald G. Ehrenberg and published by JHU Press. This book was released on 2008-01-02 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: State preferences for higher education spending : a panel data analysis, 1977-2001 / Michael J. Rizzo -- Do tenured and tenure-track faculty matter? / Ronald G. Ehrenberg and Liang Zhang -- The increasing use of adjunct instructors at public institutions : Are we hurting students? / Eric P. Bettinger and Bridget Terry Long -- The effect of institutional funding cuts on baccalaureate graduation rates in public higher education / Gary L. Blose, John D. Porter, and Edward C. Kokkelenberg -- The effects of a changing financial context on the University of California / Gerald R. Kissler and Ellen Switkes -- Assessing public higher education in Georgia at the start of the twenty-first century / Christopher Cornwell and David B. Mustard -- Changing priorities and the evolution of public higher education finance in Illinois / F. King Alexander and Daniel Layzell -- Michigan public higher education : recent trends and policy considerations for the coming decade / Stephen L. DesJardins, Allison Bell, and Iria Puyosa -- North Carolina's commitment to higher education : access and affordability / Betsy E. Brown and Robert L. Clark -- State support for public higher education in Pennsylvania / Donald E. Heller -- The changing accessibility, affordability, and quality of higher education in Texas / Lisa M. Dickson -- Higher tuition, higher aid, and the quest to improve opportunities for low-income students : the case of Virginia / Sarah Turner -- Public higher education in Washington State : aspirations are misaligned with fiscal structure and politics / William Zumeta -- Consequences of a legacy of state disinvestment : plunging state support reduces access and threatens quality at University of Wisconsin system institutions / David W. Olien -- Why we won't see any public universities "going private" / John D. Wiley -- Concluding remarks / F. King Alexander.
Download or read book Community College Faculty Overlooked and Undervalued written by Barbara K. Townsend and published by Jossey-Bass. This book was released on 2007-05-11 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public community colleges in the United States enroll approximately 6 million students, about 45 percent of all undergraduates. These students are taught by nearly four hundred thousand full- and part-time faculty members, about whom little is known. The community college professoriate is truly overlooked in the research on postsecondary faculty. When community college faculty are studied, they are often examined through lenses more appropriate for four-year faculty. This volume provides a broad overview of community college faculty: who they are, what they do, and what factors affect their career and work. The authors also analyze community college teaching as a profession in an effort to take a fresh look at community college faculty and their work. The goal is to make all readers come to view community college faculty members as colleague making a distinct contribution to their students and to faculty work. Such an understanding is critical in the current policy environment that values postsecondary education for everyone and sees the community college as a major venue for providing that education. This is the 6th issue of the 32nd volume of the Jossey-Bass series ASHE Higher Education. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
