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Author: Robert C. Mohrbacher Publisher: ISBN: Category : Community college teachers Languages : en Pages : 157
Book Description
Background: Previous studies suggested that the professional identity of community college faculty is less than clearly articulated. Lack of clarity with regard to professional identity may have impacts in a number of areas, including recruitment, professional development, and the overall reputation of community colleges. Purpose: To examine how community college faculty members articulate their professional identity and how the discourse around that professional identity affects the social reality of community college faculty members. Setting: Interviews were conducted at "typical case" community colleges in Washington and Oregon: institutions with an annual full-time equivalent (FTE) enrollment of between 3,000 and 10,000 FTE, with a mission mix in which academic transfer students formed the largest percentage of annual enrollments, followed by career and technical education, and then pre-college programs. Subjects: Fifteen faculty members were interviewed at three community colleges. Faculty members were full-time, tenured teaching faculty. Research Design: Qualitative interviews using a semi-structured question matrix; the question matrix was designed to elicit responses related to elements of social identity theory. Data Collection and Analysis: Face to face interviews were conducted on college campuses. Audio recordings were collected, transcribed, then coded using computer-assisted qualitative data analysis software. Coded excerpts were grouped into prominent themes. Findings: Five primary themes were identified from the interview data. · Participants became community college faculty members through an accidental or unexpectedly changed career path. · Teaching was the most salient role feature for community college faculty. · Being involved in a significant committee, professional development project, or other work group was often cited as a marker of professional identity development. · Autonomy, freedom, and flexibility were prominent values attached to the professional roles. · Community college faculty articulated a strong sense of mission; however, that sense of mission tended to vary between three values--a traditional academic paradigm, a workforce development paradigm, and a social justice/student empowerment paradigm. Conclusions: While teaching was the most salient role feature for community college faculty, most had little or no professional training for that role. In addition, the accidental career path that most faculty members experienced may contribute to a sense of luck or randomness that prohibits serious self-examination of the professional role. The strong value placed on autonomy and flexibility by community college faculty members may also inhibit examination of the professional identity. The social identity constructed by the discourse of community college faculty seemed weakly defined from the perspective of social identity theory.
Author: Robert C. Mohrbacher Publisher: ISBN: Category : Community college teachers Languages : en Pages : 157
Book Description
Background: Previous studies suggested that the professional identity of community college faculty is less than clearly articulated. Lack of clarity with regard to professional identity may have impacts in a number of areas, including recruitment, professional development, and the overall reputation of community colleges. Purpose: To examine how community college faculty members articulate their professional identity and how the discourse around that professional identity affects the social reality of community college faculty members. Setting: Interviews were conducted at "typical case" community colleges in Washington and Oregon: institutions with an annual full-time equivalent (FTE) enrollment of between 3,000 and 10,000 FTE, with a mission mix in which academic transfer students formed the largest percentage of annual enrollments, followed by career and technical education, and then pre-college programs. Subjects: Fifteen faculty members were interviewed at three community colleges. Faculty members were full-time, tenured teaching faculty. Research Design: Qualitative interviews using a semi-structured question matrix; the question matrix was designed to elicit responses related to elements of social identity theory. Data Collection and Analysis: Face to face interviews were conducted on college campuses. Audio recordings were collected, transcribed, then coded using computer-assisted qualitative data analysis software. Coded excerpts were grouped into prominent themes. Findings: Five primary themes were identified from the interview data. · Participants became community college faculty members through an accidental or unexpectedly changed career path. · Teaching was the most salient role feature for community college faculty. · Being involved in a significant committee, professional development project, or other work group was often cited as a marker of professional identity development. · Autonomy, freedom, and flexibility were prominent values attached to the professional roles. · Community college faculty articulated a strong sense of mission; however, that sense of mission tended to vary between three values--a traditional academic paradigm, a workforce development paradigm, and a social justice/student empowerment paradigm. Conclusions: While teaching was the most salient role feature for community college faculty, most had little or no professional training for that role. In addition, the accidental career path that most faculty members experienced may contribute to a sense of luck or randomness that prohibits serious self-examination of the professional role. The strong value placed on autonomy and flexibility by community college faculty members may also inhibit examination of the professional identity. The social identity constructed by the discourse of community college faculty seemed weakly defined from the perspective of social identity theory.
Author: John M. Braxton Publisher: John Wiley & Sons ISBN: 1119133297 Category : Education Languages : en Pages : 107
Book Description
While teaching occupies the primary role of faculty members in community colleges, the question remains: To what extent are community college faculty members engaged in research and scholarship? This issue focuses on: the types of research and scholarship performed by community college faculty, the forces that foster or impede the engagement of community college faculty members in research and scholarship, specific examples of community college faculty scholarship that demonstrate the value of this work to the institution and to larger society, and policies and practices at the institutional, local, and state level that support engagement in research and scholarship. This is the 171st volume of this Jossey-Bass quarterly report series. 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.
Author: Vicki L. Baker Publisher: John Wiley & Sons ISBN: 111944814X Category : Education Languages : en Pages : 152
Book Description
Explore an important, yet understudied concept: faculty scholarly learning. Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyers four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented. This volume answers: What does scholarly learning look like at different types of institutions? What contexts and/or supports hinder or help faculty members scholarly learning at the different institutional types? What challenges are noted in the extant literature on faculty work around further study or better understanding of faculty members scholarly learning across institutional types? This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, 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.
Author: John M. Braxton Publisher: John Wiley & Sons ISBN: 1119133289 Category : Education Languages : en Pages : 104
Book Description
While teaching occupies the primary role of faculty members in community colleges, the question remains: To what extent are community college faculty members engaged in research and scholarship? This issue focuses on: the types of research and scholarship performed by community college faculty, the forces that foster or impede the engagement of community college faculty members in research and scholarship, specific examples of community college faculty scholarship that demonstrate the value of this work to the institution and to larger society, and policies and practices at the institutional, local, and state level that support engagement in research and scholarship. This is the 171st volume of this Jossey-Bass quarterly report series. 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.
Author: J. Levin Publisher: Springer ISBN: 1403984646 Category : Education Languages : en Pages : 204
Book Description
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.
Author: John S. Levin Publisher: Routledge ISBN: 1351974971 Category : Education Languages : en Pages : 541
Book Description
Understanding Community Colleges provides a critical examination of contemporary issues and practices and policy of community colleges. This contributed volume brings together highly respected scholars as well as new scholars for a comprehensive analysis of the community college landscape, including management and governance, finance, student demographics and development, teaching and learning, policy, faculty, and workforce development. At the end of each chapter, the "Questions for Discussion" section helps to bridge the gap between research and practice. Written for students enrolled in higher education and community college graduate programs, as well as social sciences scholars, this provocative new edition covers the latest developments in the field, including trends in enrollment, developmental education, student services, funding, and shared governance.
Author: Regina L. Garza Mitchell Publisher: John Wiley & Sons ISBN: 0470889691 Category : Education Languages : en Pages : 115
Book Description
This volume highlights existing issues in online courses and programs and provides strategies for addressing them as the demand for online education continues to grow. Organizational changes caused by greater reliance on technology for teaching and learning are still not fully understood, and many colleges continue to react to change rather than positioning themselves to take advantage of it. As a challenge to that, contributors to this volume use personal narratives and research to discuss how online education continues to lead to organizational, professional, and personal change. Community colleges are at the forefront of the tremendous growth in online programs. Two-year colleges now serve more than half of all online students, and they are poised for continued growth as more adults seek education and retraining. Despite the acceptance, and even expectation, of online services and programs in education, colleges must address existing issues before expanding these. This volume is an indispensable resource in that process. This is the 150th volume of the Jossey-Bass higher education 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.
Author: Terri Seddon Publisher: Routledge ISBN: 1135190771 Category : Business & Economics Languages : en Pages : 248
Book Description
Questions debates about compliance in work, education and lifelong learning, and affirms the importance of the politics of working life in a globalised world.
Author: Barbara K. Townsend Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 192
Book Description
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.
Author: Robert C. Mohrbacher
Author: Robert C. Mohrbacher
Author: Kathryn J. Kaczmarski
Author: John M. Braxton
Author: Vicki L. Baker
Author: John M. Braxton
Author: J. Levin
Author: John S. Levin
Author: Regina L. Garza Mitchell
Author: Terri Seddon
Author: Barbara K. Townsend