Download or read book Gauging North Carolina Community College Faculty Perceptions of Retention Barriers for Developmental English Students in the Post Redesign Era written by David Lynell Townsend and published by . This book was released on 2017 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Early Career Faculty Perceptions of Their Teaching Preparedness and Professional Development in the North Carolina Community College System written by Audrey Aline Lail and published by . This book was released on 2005 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book North Carolina Community College Faculty Perceptions of Dual Enrollment Students written by Deana Lynn Guido and published by . This book was released on 2019 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Part time Community College Faculty Perceptions of Assessment written by Sarah Elizabeth Martin and published by . This book was released on 2019 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Community College Faculty Perceptions of Their Role in Closing Equity Gaps written by Gabrielle McCutchen and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Empowering the Community College First Year Composition Teacher written by Meryl Siegal and published by University of Michigan Press. This book was released on 2021-01-11 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate's degree. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students' lives on a daily basis."--Adapted from back cover
Download or read book Perceptions of Administrators Faculty and Staff Regarding a Redesign Initiative Integrating Developmental Reading and Writing Instruction in a Community College Setting written by Joanie Deforest and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationally, an increasing number of underprepared students are enrolling in community colleges, and as a result, the enrollment of at-risk students in Developmental Education programs has soared. Community colleges have undergone much criticism for their lengthy college preparatory programs. Often, these programs require students with low placement test scores to endure many semesters of foundational coursework before they can progress to transferrable academic-level study. Severely at-risk students often give up and drop out. States across the country have begun to scrutinize Developmental Education programs, charging community colleges with the task of developing accelerated curriculum models to move students more quickly through college preparatory coursework. The Southeast Texas community college in this study redesigned two levels of existing standalone developmental reading and writing courses into a two-level integrated reading and writing curriculum, which cut the time to completion in half. This qualitative comparative analysis case study examined the perceptions of top and mid-level administrators, college preparatory reading and writing faculty, and academic advising staff, who were involved in the development and/or implementation of the course redesign. This examination was framed in Kotter's Change Management Theory, Knowles' Adult Learning Theory, and Rosenblatt's Transactional Theory. Four major themes resulted from this study: impetus of change, commitment to student success, trust and confidence, and collective collaboration.
Download or read book Faculty Perceptions of the Equity Gaps in First Year Student Progression for African American Community College Students written by Erica Jenine Andrews and published by . This book was released on 2022 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book NORTH CAROLINA COMMUNITY COLLEGE SYSTEM AND FACULTY PROFESSIONAL DEVELOPMENT written by Darcie Tumey and published by . This book was released on 2015 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges are composed of full-time faculty and adjunct faculty who serve a diverse student population. As faculty they are expected to remain up-to-date in the best practices of instruction; to be experts in their areas of specialty; and are traditionally non-trained academics. At the same time, regional accrediting agencies have also established accreditation guidelines where faculty are to be qualified; have access to professional development opportunities; and online faculty have access to appropriate training. This study sought to understand full-time and adjunct faculty members0́9 attitudes, skills, and institutional resources towards professional development opportunities available to individuals who teach and develop online courses. This quantitative research employed an Internet-based survey of full-time and adjunct faculty who work on the 58 different North Carolina Community College Systems campuses. The questionnaire consisted of three topics (a) attitudes, (b) skill, and (c) institutional resources. Respondents were asked to rate the importance of each topic along a 5-point Likert scale. The study posed both research questions and hypotheses. Research questions concerning the perceptions of online teaching and course development were answered by computing descriptive statistics for each category. Null hypotheses regarding the perceptions among full-time faculty and adjunct faculty were tested with independent samples t-tests on comparing the importance to online instruction and their self-assessment. Next, paired samples t-tests were used to compare the similarities and differences between the full-time faculty0́9s and adjunct faculty0́9s responses. Results indicated consensus in the perceptions of both full-time faculty and adjunct faculty along the topics of skills and institutional resources with attitudes reflecting one question with non-agreement. A statistically significant difference existed among all three professional development categories in the comparison between importance to online instruction and the self-assessment except for one area: the self-assessment on institutional resources. Results indicated faculty have a growth mindset and are receptive to ongoing professional development opportunities that are related to their interests while efficiently using campus resources.
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 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 Empowering the Community College First Year Composition Teacher written by Meryl Siegal and published by University of Michigan Press. This book was released on 2021-03-01 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation. This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate’s degree. Chapters focusing on pedagogy and policy are integrated within cohesively themed parts: (1) refining pedagogy; (2) teaching toward acceleration; (3) considering programmatic change; and (4) exploring curriculum through research and policy. The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students’ lives on a daily basis.
Download or read book An Examination of the Training Needs of First year Basic Skills Instructors in the North Carolina Community College System written by Angela M. Kearney and published by . This book was released on 2010 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: In North Carolina Basic Skills Programs are administered by the community college system and provide adults educational opportunities in not only the traditional four areas of adult education, ABE, GED, AHS, and ESL, but a fifth component, Compensatory Education which serves adults with developmental disabilities. Currently, North Carolina Community College System Basic Skills Programs lack degree, subject area, or licensure requirements to teach in adult education programs. Without mandated education and experience, instructors' first-year professional development increases in significance. This study sought to understand the professional development of first-year Basic Skills Program instructors in a community college setting. This study had two specific purposes: (a) to examine the training needs of first-year instructors as perceived by program personnel and (b) to investigate the differences in those perceived training needs among program directors, coordinators, and full-time faculty. Utilizing Zinn's (1997) conceptual framework of supports and barriers to professional development, this study examines whether or not differences in perceptions among program personnel constitute an institutional barrier to training for a first-year instructor. This quantitative research employed an Internet-based survey of full-time personnel employed in 56 North Carolina community colleges. The survey consisted of training topics in five categories: (a) planning and delivering instruction, (b) integrating technology into the classroom, (c) managing the educational environment, (d) providing instruction to special-needs students, and (e) conducting student evaluation. Respondents were asked to rate the importance of each training topic for a first-year instructor along a 7-point bipolar scale. The study posed both research questions and hypotheses. Research questions concerning the perceptions of program personnel were answered by computing descriptive statistics for each training category. Null hypotheses regarding the perceptions among program personnel were tested with one-way analysis of variance (ANOVA) conducted on training categories. Results indicated consensus in the perceptions of program personnel as personnel ranked conducting student evaluation as the most important training need for a first-year instructor. Of the five training categories a statistically significant difference existed in only one training area: planning and delivering instruction. Results indicated conflicting training perceptions are not an institutional barrier to professional development of new faculty.
Download or read book Class Based Frameworks and Assumptions in Community College Faculty Members Perceptions of Working Class Students written by Terina Roberson Lathe and published by . This book was released on 2014 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Responding to the Challenges of Developmental Education written by Carol A. Kozeracki and published by Jossey-Bass. This book was released on 2005-04-20 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental education is a core mission of the community college, and approximately 40 percent of entering community college students enroll in one ore more developmental math, English, or reading courses. The existing literature recommends several instructional and organization practices for developmental educators to follow in addressing the needs of those students. Despite the availability of these models, however, community colleges--each facing its own unique combination of students needs and available resources--continue to struggle in their efforts to effectively educate underprepared students and help them move onto and succeed in college-level courses. This volume of New Directions for Community Colleges offers a realistic assessment of the difficulties community colleges face in attempting to assist students who share the common characteristic of being underprepared for college-level work, but whose backgrounds, academic preparation, motivational levels, and goals are extraordinarily varied. The authors discuss the dangers of isolating developmental students, faculty, and curriculum from the broader academic structure of the college. They provide examples of successful programs, and offer a range of recommendations that college administrators can adapt to their campuses and student populations. They also call for additional research on developmental education, especially systematic assessments of existing programs and qualitative research that captures the perceptions of the students for whom these programs are designed.
Download or read book Senior Administrative Perceptions of Retention Efforts for At risk Students in North Carolina Community Colleges written by Jim W. Burnett and published by . This book was released on 2001 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
