UCLA COMMUNITY COLLEGE BIBLIOGRAPHY

In 1988 California adopted Assembly Bill 1725, which mandated shared governance for the state's 107 community colleges. This study is the first large‐scale review of the colleges’ reaction to the legislation, as reported by college, academic senate, and faculty union presidents, plus selected faculty members. Although much progress has been made, full implementation has yet to be achieved.     

COMMUNITY COLLEGE FUNDING

This article presents a practitioner's funding model indicative of the primary revenue streams of community colleges in Texas. Methodology is developed to identify internal and external processes for the comparison of these primary revenue streams on a per-contact-hour basis. Student tuition, ad valorem property tax, maintenance taxing district, and state appropriation revenues are analyzed to provide a framework for the subsequent development of methodologies to identify disparities in the Texas community college funding mechanism.     

COMMUNITY COLLEGE FACULTY JOB SATISFACTION

This paper presents the findings of a 1983 survey of 131 faculty in four postsecondary institutions in a state in the southeastern U.S.A. The purpose of the study was to elicit faculty judgments about their self‐concepts and commitment, stresses, and satisfactions in work and family life. This report presents data only about the respondents and their work: their job and its stressors and job satisfactions and dissatisfaction.

The study revealed that faculty derive high satisfaction from student achievement, their own intellectual growth in a discipline and the world of ideas, working under flexible and relatively autonomous conditions, and association with stimulating peers. Their chief dissatisfactions dealt with job conditions (equipment and facilities, inflexible teaching schedules), personal conditions (lack of recognition, heavy teaching load), salary, red tape, and student and colleague apathy.

A secondary purpose of the study was to test Herzberg's two‐factor theory of job satisfaction. These respondents did verify Herzberg's thesis: generally workers derive satisfaction from the work itself; they are dissatisfied by factors external to their work.     

COMMUNITY SERVICES: COMMUNITY COLLEGE FACULTY PERCEPTIONS AND PARTICIPATION

This study determined full‐time faculty members’ perceptions of and involvement in community services at community colleges in Ohio. A total of 249 full‐time faculty responded to the survey instrument representing 83.0% of the total sample. Data were analyzed by either the t test or the one‐way analysis of variance and Scheffe's post hoc analysis.

Results showed that involvement in planning and teaching within community services seem to be a key factor relative to how full‐time faculty perceive community services activities. Moreover, certain personal and professional characteristics of full‐time faculty members seem to influence their attitudes toward and their involvement in community services.     

ADMINISTRATIVE REORGANIZATION IN THE COMMUNITY COLLEGE

Reorganization within the administrative structure of community colleges is an activity that has been much indulged in but little written about during recent years. This study was undertaken to determine perceptions of the roles that community college presidents play when reorganization within the administrative structure takes place. Colleges used for collection of data were two Texas metroplitan community college districts. Collection of data was limited to administrative changes from the division level through the president's level at each college. No attempt was made to study the district level or the department or curriculum levels.     

FOUR GENERATIONS OF COMMUNITY COLLEGE LEADERSHIP

Four generations of community college presidents are identified and described: the founding fathers, the good managers, the collaborators, and the millenium generation. Using the framework developed by Bolman and Deal (1991), the leadership styles of these four groups are compared, with particular attention given to the current and emerging generations. A shift in style is predicted from the participatory approach preferred by presidents in the 1990s to one that allows for just-in-time responses to workforce training needs and dramatic changes in higher education resulting from globalization and the technology explosion.     

JOB SATISFACTION OF COMMUNITY COLLEGE FACULTY

Community college faculty (_n = 390) completed the Job Satisfaction Inventory. Areas of greatest satisfaction included relationships with supervisors and colleagues as well as satisfaction with the actual task of teaching. Faculty were least satisfied with opportunities for professional development, time allocation, and somewhat less satisfied with the preparation and motivation of their students. Differences between men and women faculty are noted.     

JOB SATISFACTION AMONG COMMUNITY COLLEGE COUNSELORS

This study examined job satisfaction and factors influencing job satisfaction among community college counselors. Findings revealed that counselors are generally dissatisfied with their leadership, and that teaching load, job title, incompatible demands, unclear explanations, and conflicting resources all significantly affect counselor job satisfaction.     

ORIGINS OF THE COMPREHENSIVE COMMUNITY COLLEGE

A number of recent articles as well as speeches at national meetings have implied that some terrible plot to denigrate the mission of community colleges by including the function of occupational education (vocational and technical) has been perpetrated by the recent tendency on the part of some to downgrade the arts and humanities. There is no historical basis for this implication. The early leaders of the junior college movement gave appropriate emphasis to the development of a comprehensive institution. This article documentes these emphases and provides a basis for more rational analysis of the curriculum of the community colleges.     

TRANSITION COUNSELING IN THE COMMUNITY COLLEGE

According to the U.S. Department of Education, 44% of students entering American colleges and universities in 1995 were over age 25.As increasing numbers of students make changes to enter community college, it is imperative that counselors address the fundamental dilemmas facing this population. Addressing the transition concerns of these students as they navigate through community college may provide a counseling perspective that effectively enhances overall student development while simultaneously influencing future growth and success. This article outlines counseling considerations, from assessment to intervention, designed to help the community college counselor meet students' transition needs.     

AN ORIENTATION COURSE AND COMMUNITY COLLEGE RETENTION

Orientation and retention programs are common in institutions of higher education. The potential association between orientation programs and student retention, particularly within the community college sector, has long been neglected. This study presents an institutional view of a potential associative relationship between an orientation course and student retention measures. A chi-square analysis revealed a significant association among orientation program, student completion of degree, student retention, and student enrollment and persistence.     

CONTENT ACCESSIBILITY OF COMMUNITY COLLEGE WEB SITES

Community colleges frequently are the points of access to postsecondary training and education for members of special populations. Physical barriers are obvious problems that limit access for individuals with disabilities, and community colleges have made reasonable accommodations in this regard. One area that often is overlooked, however, is the on-line barriers that limit access to Web-based content. This study examined the Web-based content accessibility of community college home pages. A total of 253 community college home pages were evaluated for content accessibility. Only 23% of the community college home pages evaluated were determined to be accessible to individuals with disabilities. Types of accessibility problems, resources for designing accessible Web sites, and methods for validating Web sites are reported.     

THE TEACHING THEORIES OF COMMUNITY COLLEGE FACULTY

The objectives of this study were to determine the percentage of students who felt they were weak in an academic skill and who took a college assistance program designed to correct that deficiency and to identify the reasons given by students weak in an academic skill for not using a college support service from which they could benefit. Analyses of survey data obtained from 268 instructors and 6,428 of their students enrolled in a cross section of courses in a large multicampus urban community college district showed the following: (1) of those students who did not feel confident in a skill, less than 30% took advantage of a support program designed to assist them in that skill; (2) more than 40% of the faculty felt that the primary reason students did not take advantage of a needed support service was that they were not willing to devote the extra time or effort required to avail themselves of the service; and (3) the main reasons most academically underprepared students gave for not using a support service were that they did not feel a need for the service or had no time for the service. Implications of these findings for educational policy are discussed.     

HIDDEN CHARACTERISTICS OF EFFECTIVE COMMUNITY COLLEGE TEACHERS

This article explores faculty viewpoints, values, and behavior regarding faculty student interaction in and outside of the classroom.

The research is qualitative in nature, consisting of systematic observations of five effective community college faculty members interacting with students in the classroom, supplemented with open‐ended interviews of faculty.

The results of the study validate earlier research on effective college teaching and suggest additional “hidden characteristics” that help to explain why some professors are particularly effective. These characteristics are significant in that they have not been previously reported. Attention is shifted away from just looking at a teacher's command of the subject, organizational skills, and rapport with students. Characteristics such as charisma and altruism also come into consideration, bringing forth the concept of teacher as messiah.

For these faculty, teaching is more than an occupation; it's a dedication to leave the world a better place, an opportunity to make a difference in another's life, a chance to enhance one's own life.     

ETHNIC CONSCIOUSNESS IN THE COMMUNITY COLLEGE CLASSROOM

This article addresses the influence of White American ethnic consciousness on educators in the community college classroom. In the event that issues of a multicultural nature arise in this setting, educators may find themselves responding to the information with differing attitudes and behaviors. These varied stances may stem from the process of moving from an unresolved to a more integrative stage of ethnic consciousness. White identity stages are presented, and their implications for classroom instruction are discussed.