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1.
Diversifying the faculty in community colleges, especially with faculty of color, continues to be problematic as we move through the first decade of the 21st Century. National statistics show that overwhelmingly the faculty continues to be Caucasian, even at a time when more and more students are coming from diverse ethnic backgrounds. This seemingly intractable problem is particularly acute in California, where the majority of community college students are students of color, but not the faculty. A faculty diversity program that has been in existence for 17 years has made important progress in changing the situation in southern California. This comprehensive program recruits, trains, and places interns in 10 community colleges in cooperation with a regional university. The results of the program demonstrate that substantial numbers of faculty of color are being prepared by the program and that they are getting hired in community colleges as adjunct and full-time faculty. Community colleges can be and should be proactive in identifying, developing, and hiring faculty of color. They shouldn't wait for other societal institutions to do the job for them. By working cooperatively with other local colleges, community based organizations that involve communities of color, and nearby universities, they have the opportunity to make significant inroads into diversifying their faculty. This program can and should be replicated in other parts of the country as a way to nurture the next generation of community college faculty leaders.  相似文献   

2.
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   

3.
Community colleges accommodate nearly half of all United States college students. Increased reliance upon community colleges is driven by the current economic downturn, rising costs of higher education, and changing expectations for today's workforce requiring advanced skill sets. Community colleges offer more affordable options for broader spectrums of students including traditional and nontraditional college students and dual-enrolled high school students.

Community college faculty facilitate student learning and program completion. A shortage of community college faculty will likely emerge as numerous faculty retire. Community college administrators need strategies for retaining and recruiting faculty amid increasing retirements. One effective strategy is to offer a work environment that cultivates positive work-related attitudes (e.g., job satisfaction). This study examines the ability of select human capital investments, intrinsic rewards, extrinsic rewards, and sociodemographics to predict overall job satisfaction for full-time community college faculty. A cross-sectional predictive design was used with secondary analysis of the 2004 National Study of Postsecondary Faculty (NSOPF:04) dataset.

Logistic Regression was utilized to determine predictive ability of the independent variables on overall job satisfaction. Results indicated that faculty were more likely to be satisfied with their work if they were satisfied with their salary, benefits and workload; were satisfied with the teaching support they received from their institutions; and if they perceived that females and minorities were treated fairly by the organization. Conversely, minority faculty were less likely to be satisfied, as were faculty who indicated they would again choose a career in academe if given the choice.  相似文献   

4.
ABSTRACT

Traditionally, faculty members who expected to become presidents ascended through the typical labor chain to that position. However, questions are prevalent about whether these individuals gain the managerial experience needed to succeed in a presidency. Unlike the private business management model that has been successful in developing leaders in that arena, community colleges have not provided such formal training to former faculty members who are well-versed in their field and academic-related issues, but lack formal managerial skills development. One area where such training may be achieved is through the development of the leaders of faculty senate bodies. Faculty senate bodies provide their leaders with an opportunity to provide a voice in the campus decision-making process and, potentially, may present an opportunity for more formal training for those interested in the presidency. Further analysis of the perceived skills of these leaders is an important step in addressing this need. The purpose of this study was to identify areas of common thinking among community college presidents and faculty senate leaders about the importance of certain experiences and beliefs needed by effective community college presidents, and the extent that they can be learned by service on the faculty senate.  相似文献   

5.
Financial uncertainty and projections of changing enrollment patterns of students are forcing community colleges into positions of maximum flexibility. As a result, they continue a trend of increased reliance on part‐time instructors to deliver their services. This trend is noted by full‐time faculty as cause for alarm. Allegations of poorer quality instruction provided by part‐time instructors cannot be documented. However, it is clear that part‐time employee practices in the areas of selection, orientation, evaluation, and development need dramatic improvement. Implications of this research point to the need for college administrators to reexamine management procedures with regard to part‐time faculty.  相似文献   

6.
The demographic and job satisfaction characteristics of Florida community college faculty were studied in Florida's 28 community colleges. A total of 1,116 faculty responded in the fall of 1977 to an instrument developed to measure faculty characteristics and attitudes.

The results showed that the Florida faculty is a satisfied faculty with over 95% reporting that they were satisfied with community college work as a career and with 72% stating that they plan to stay in the community college field until they retire. Second, it was found that faculty participation in in‐service training programs had increased significantly since 1968. In 1977‐1978, 69% of the faculty reported participation in one or more in‐service programs while the 1968 percentage was 37%.

It is concluded that periodic surveys in other community colleges and states similar to this one should provide useful information for the further development and improvement of community colleges.  相似文献   

7.
Scholarship matters. It allows faculty to fulfill the responsibilities of their three academic citizenships--in their institutions, in their disciplines, and in higher education in general. Current standards for community college faculty scholarship, however, have excluded faculty from exercising academic citizenship outside of their institutions. The sector claim to a unique teaching mission has been used to exempt or exclude community college faculty from the scholarly obligations and responsibilities understood elsewhere in higher education. The absence of generally accepted norms for scholarly production and validation at most community colleges continues to set them apart from other institutions, including those also serving non-traditional open admissions students. By discouraging externally validated scholarship, community colleges deny their faculty an appropriate voice in higher education and deny the rest of higher education the important voice of community college faculty. By encouraging scholarship that meets the tests of external scrutiny, community colleges can provide their faculty with legitimate higher education citizenship beyond the institution.  相似文献   

8.
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9.
Student access and the collegiate function in community colleges   总被引：1，自引：0，他引：1  
An analysis is presented of the position of American community colleges in the nation's educational system. First, background is provided on the historical development of the community colleges. This section examines: (1) the forces contributing to the rise of higher education and the emergence of junior colleges; (2) the expansion of the two-year college role to include community services and remedial education, as well as transfer, occupational, and postsecondary terminal programs; and (3) influences on community college growth over the past four decades, including increased educational access, the student consumerism movement, the increasing enrollment of part-time students, and the absorption by community colleges of the educational functions of other agencies. The next section provides information on community college faculty, focusing on their educational background and professional involvement in contrast to that of their four-year college counterparts; the faculty union movement; and factors, such as long working hours and underprepared students, which erode faculty job satisfaction. Curriculum and instruction in the community college are discussed next, with particular focus on transfer, occupational, and community service curricula. The article concludes with an examination of the dilemma faced by college leaders attempting to maintain their institution's place in graded education, while providing a variety of educative services to their constituents on an open-door basis.An extended version of this paper was prepared for the National Commission on the Condition of Excellence in Higher Education.  相似文献   

10.
High rates of faculty turnover can be costly to the reputation of an institution and to the quality of instruction. Community colleges may expect high rates of faculty turnover as an aging workforce retires. Other sources of attrition, however, can be attributed to organizational characteristics and the structural properties of faculty work. This study examined non-retirement turnover intent in an urban community college. Specifically, the study utilized an expectancy theory framework to explore the relationship between turnover intent and faculty perceptions of autonomy, organizational support for innovation, and collegial communication. The study population included all full-time faculty members employed by an urban community college in the southeastern U.S. Survey responses from 66% (N = 149) of the invited population revealed that organizational support for innovation had the strongest effect on turnover intent. Faculty who reported higher levels of support for innovation were less likely to indicate intentions to leave. Findings suggest that community colleges can target innovation and organizational change as vehicles for enhancing faculty retention rates. Change initiatives related to curriculum, governance, and faculty development can be designed in ways that facilitate faculty commitment to the institution.  相似文献   

11.
本文试图从社区学院兼职教师的规模、年龄结构、学历、职称、教学质量、工作满意度、收入、地位以及归属感出发,对社区学院兼职教师特点做比较全面、系统的分析,使人们加深对社区学院兼职教师的认识和了解,并从中获取某些有益启示。  相似文献   

12.
This article details the experiences of a university professor and former community college president in teaching World Wide Web based graduate courses to faculty members from Florida's community colleges. These courses have provided faculty members from various parts of the state access to advanced educational opportunities. Courses have been particularly relevant to the day-to-day activities of full-time and adjunct teaching faculty members. For those who might be interested in converting traditional courses for Web-based delivery, tips are included on designing course materials and using technical experts. Emphasis is placed on the needs of the learner to maximize the benefits of this type of distance education. The 12 canons for distance learners, which served as guideposts, as community college faculty member-students progressed through the courses are included. Discussion of various course material components provides insight into the need for thoroughness in overall course design. Course evaluation results, which highlight the appreciation of community college faculty member-students for the way in which the courses were conducted, are included. For example, convenience and exibility were ranked highly as positive reasons for taking Web-based courses. Problem areas are also identified. Teaching graduate courses on the Internet to community college personnel has become an important endeavor in Florida. The University of Central Florida has made a commitment to expand the number and types of courses offered in this manner to address the needs of all students. These courses are particularly important to community college faculty members and administrators who may be precluded from taking relevant graduate courses because of geographical or time limitations. Hence, through the magic of the Internet, courses are available at their fingertips.  相似文献   

13.
The variety of experiences, backgrounds, and perspectives that an ethnically diverse faculty provides a community college give it the capacity to support the complex work that community colleges undertake. The challenges in having a diverse faculty require recruiting diverse applicants and in retaining those applicants once hired. Achieving these twin aims has proven elusive for many community colleges. This case study explores one college that underwent significant institutional transformations and concurrently diversified its faculty in ways that helped it evolve the collective skills that the institution needed. Over a 15-year period, the college became the most diverse in its state while growing from 4.3% full-time faculty of color to 23.3% full-time faculty of color. The study explores that 15-year period through analysis of archived records and interviews with key informants. This study identifies how a diverse faculty strengthened the college; it also suggests three key principles for how other colleges can achieve such diversity.  相似文献   

14.
Abstract

This study seeks to determine whether variance in teaching effectiveness of community college faculty, as assessed by students, can be attributed to particular attitudes and/or socialization experiences of these faculty. A theoretical model derived from symbolic interaction theory is tested by path analysis. Data to test the model were obtained through a 1973 survey of faculty and students at five community colleges in Pennsylvania. On the basis of this analysis, the authors conclude that the “predictor” variables used in this study and often by administrators in developing faculty selection policies do not correlate highly with teaching effectiveness.  相似文献   

15.
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   

16.
This quantitative correlational study examined administrator and faculty perspectives regarding factors that may have contributed to the development of community college baccalaureate degrees in Texas. It was hypothesized that factors such as student need, workforce need, college relations, and college mission were linearly and positively correlated. To test the hypothesis, an online survey was administered to a random sample of 530 faculty and administrators at the three baccalaureate granting community colleges in Texas. Correlation coefficients were computed for all possible pairs of the four variables to determine whether or not there were statistically significant correlations between variables. The results of the Pearson's correlation analyses produced four statistically significant correlations among variables at the p = .008 level. Results revealed a strong positive correlation between student need and workforce need r(359) = .82, p < .008. Findings of the study indicated that respondents perceived factors of student need for baccalaureate degrees and employers’ need for employees with bachelor's degree had the strongest influence on the development of community college baccalaureate degrees in the three community colleges in Texas.  相似文献   

17.
This article reports the results of a review of research published in the Community College Journal of Research and Practice from 1990-2000 regarding the African-American experience in community colleges. The authors found three major themes related to articles published over the 10-year period: (a) environmental factors related to student success, (b) the need for faculty diversity, and (c) race and community college administration. The authors found that more research needs to be done to understand and improve the African-American experience in community colleges.  相似文献   

18.
America is aging, and quickly. Among the educational institutions that could address this critical issue, none are better suited than community colleges. Community colleges not only educate students but also respond to the emerging needs of the communities they serve. Previous studies have shown that few community colleges have developed an agenda for addressing the impact of aging on our society and that faculty and administrators may not be aware of the potential for expanding aging‐related programs. This study reports the responses of 703 community college faculty representing a broad variety of disciplines and educational backgrounds. As expected, the majority of faculty had little previous training in aging, included no aging content in existing courses, and were uncertain as to whether to include aging content in other courses that they taught. This uncertainty, however, must be tempered by the fact that 61% of the responding faculty were interested in attending a basic training program in aging. Such community college faculty interest and participation could enhance the introduction of aging materials into existing curricula and expand their other educational activities that would ultimately benefit older persons in the community.  相似文献   

19.

More than 75 percent of post‐secondary institutions offering education programs in prisons are community and vocational/ technical colleges. The predominance of community colleges among correctional education providers is a major change from the early 1970's when two‐thirds of such programs were provided by four‐year institutions.

Over 260 community colleges provide programs and services to the 26,000 inmates participating in higher education. Results of a survey on correctional post‐secondary education indicate that these programs are in many ways different from those educational institutions provide on their own campuses. For example, they generally, have different admission standards, are administered by part‐time staff, and rely upon part‐time and adjunct faculty.

Community and junior college administrators are urged to closely examine the operation and quality of their correctional programs and the need for evaluative research on the long‐term effects of these programs is also stressed.  相似文献   

20.
美国社区学院的师资队伍建设研究   总被引：23，自引：0，他引：23  
社区学院是美国高等职业技术教育的最主要实施机构，师资队伍建设是社区学院办学质量的重要保证。本文从社区学院的师资状况、师资管理及培养两大方面进行介绍和分析，师资队伍状况方面主要涉及师资构成、任务及收入等，师资管理及培养方面涉及资格要求、评聘、职前培养和在职进修等。这对于我国高职院校进一步加强师资队伍建设有一定的借鉴意义。  相似文献   

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