COMMUNITY COLLEGE FACULTY RECRUITMENT: EFFECTS OF JOB MOBILITY,RECRUITER SIMILARITY-DISSIMILARITY,AND APPLICANT GENDER

The study reported in this article was a factorial experiment that addressed the usefulness of the Rynes and Barber (1990) applicant attraction model and the Byrne (1971) similarity-attraction hypothesis as theoretical frameworks for conducting empirical research about community college faculty recruitment. Study participants (N = 136) were business professionals completing the masters of business administration degree who position announcements of community college business faculty vacancies. The independent variables were job mobility (relocation required vs. relocation not required), recruiter background (business vs. education), and applicant gender. The dependent variable was a composite rating for applicant reaction to a job described in a faculty position announcement. Both male and female applicants rated jobs most favorably when the job did not require relocation F(1,128) = 5.16, p.05 and the recruiter conveying the job message had a professional background similar to that of the applicant F(1,128) = 11.97, p.001. These findings have implications for theory, educational recruitment practice, and future research.     

战略视角下的高职院校师资队伍建设——我院师资队伍建设三年规划的设计思路和理性思考

本文强调了高职院校师资队伍建设对高职院校发展的战略地位和作用,结合深圳信息职业技术师资队伍建设的实践,对高职院校师资建设规划,“双高型”、“双师型”教师队伍建设、高层次人才和团队的引进培养、高职院校教师队伍特色建设、兼职教师队伍建设等重要问题提出理论思考和分析,探讨了战略视角下高职院校师资队伍建设必须重视和关注的问题,以期对高职院校师资建设有所借鉴。     

Work–Life Balance Among Community College Faculty Members: Generational and Life Course Theory Lenses

Generational and life course theory lenses were placed upon one finding of a large-scale qualitative interview-based study focused on if and how community college faculty members construct work–life balance. Twenty-eight interviews with faculty members at a midwestern community college were conducted. Differences regarding to work-life balance approaches between Baby Boomer (n = 15) and Generation X (n = 13) faculty and as mediated by position within the life course are elucidated. We termed this finding tides of life, which is comprised of three subfindings: roles, tenure, and gender performance. Practical implications of this finding are put forward. Better understanding of the nuanced ways in which community college faculty construct work–life balance can inform policy decisions that impact faculty work. Moreover, better understanding of faculty life in a general sense is critical as community college leaders craft policies and refine practices related to faculty employment contracts, work environments, support mechanisms, professional development, and mentoring.     

ATTRITION AND RETENTION AMONG ACCOUNTING MAJORS IN COMMUNITY COLLEGES: PROBLEMS AND POSSIBLE REMEDIATION

Accounting programs nationwide are reporting declines in enrollment and the demand for new accountants continues unabated. Given this current crisis in accounting education, attention needs to be given to recruitment and retention issues. This study used a Delphi procedure to sample the accounting department chairpersons in one state's community college system regarding four questions: What initially attracts community college students to accounting?; What are the predictors of success for community college students who choose accounting for majors?; What are the major problems students encounter in completing accounting programs and What recommendations do these chairpersons have for reducing attrition among community college accounting majors? Conclusions and recommendations are presented for community college counselors, administrators, and accounting faculty.     

Strategies for Increasing Faculty Involvement in Institutional or Program Assessment

This narrative research study was conducted to explore the experiences of full-time community college faculty members involved in student learning outcomes assessment. Prior research documented the need for more community college faculty involvement with assessment at the program and institutional levels (Grunwald & Peterson, 2003; Kinzie, 2010; Nunley, Bers, & Manning, 2011); however, little research had been published about faculty experiences with assessment at these levels. This study adds to the body of literature about community college faculty participation with assessment by sharing the perspectives of faculty members who had participated with either program or institutional assessment on their campus. One-hour semi-structured interviews with nine participants at three different 2-year institutions recognized for their assessment processes provided the data for the study. The size of this study was limited to nine participants so that an in-depth exploration of each participant’s experience with assessment could be conducted. The shared experiences of the participants in this study revealed that faculty involvement with assessment beyond the course level was primarily influenced by faculty perception of assessment being valued as a tool for institutional improvement. Three indicators of the value placed on assessment by these institutions were that they: (a) allocated resources (time and training) for assessment, (b) clearly articulated the goals of assessment at their institution, and (c) demonstrated how assessment results were used in institutional decision-making. This study also revealed that faculty members’ prior experience working with assessment and individual skills or abilities also influenced decisions to become involved with assessment.     

TEACHING COMMUNITY COLLEGE FACULTY MEMBERS ON THE INTERNET

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.     

Developmental Needs of Community College Adjunct Faculty

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.     

The multiple roles of chosen familia: exploring the interconnections of queer Latino men’s community cultural wealth

This study contributes to the literature on college students with multiple marginalized identities by investigating the experiences of queer Latino men as they created familial relationships during their time in college. Data from The National Study on Latino Male Achievement in Higher Education was used to elucidate how queer Latino men’s chosen family members fostered the community cultural wealth that helps them succeed at selective institutions. In addition to providing emotional and social support, chosen familia bolstered queer Latino college men’s navigational, aspirational, and resistant capital. By centering the stories of these participants using a narrative inquiry approach, this study offers important implications for staff and faculty at selective institutions as they seek to increase queer Latino men’s success in college.     

Adjunct Employment Preference: Who Wants to Be Full-Time Faculty?

Recent research suggests at least half of community college faculty who are teaching part-time would rather have a full-time appointment (Cashwell, 2009; Kramer, Gloeckner, & Jacoby, 2014). Little is known, however, about what distinguishes those voluntarily teaching part-time from those preferring a full-time faculty position. This inquiry draws from person-job fit theory to investigate adjunct faculty members’ abilities and qualifications, as well as their needs from the job itself (Edwards, 1994). Participants were 1,245 adjunct faculty teaching in 10 community colleges during the spring 2016 term. Two thirds of the participants were at least somewhat interested in becoming full-time faculty at a postsecondary institution, with 47% expressing strong, immediate interest in such a position. An ordered logistic regression model indicated that several dimensions of qualifications, job experiences, and socio-demographics predicted employment preference. Part-time faculty with higher levels of recent teaching experience in the community college setting were more likely to express a strong desire for a full-time position, as were adjuncts who utilized more job-related resources. Those who viewed the recognition and rewards given for adjunct job performance as adequate tended to be content in a part-time role. In terms of demographic characteristics, involuntarily part-time faculty were more likely to indicate economic need and self-identify as African American or Hispanic. The findings illustrate how careful attention to the distinctive backgrounds, experiences, and attitudes of part-time faculty subgroups may help college and university administrators more intentionally design policies and programs to better meet the needs of their increasingly diverse constituents.     

Duties of critic teachers in the secondary schools of Indiana

Agriculture has had a significant number of minorities performing manual labor from the time of slavery. This has left a legacy of minority youth perceiving agriculture as occupations involving manual labor with low pay and low prestige. However, the opposite is true. There are employment opportunities for college graduates in food and agricultural sciences in marketing, merchandising, and sales of agricultural products; scientific and technical careers; and managing water, land, and other natural resources that are used in the U.S. food system. Minorities in Agriculture, Natural Resources, and Related Sciences (MANRRS) is a national society committed to fostering partnerships between minority agriculture and natural resource college students and professionals from academia, government, and business. The objectives of MANRRS include increasing the number of college students in agriculture and related sciences, providing an avenue for fellowship, promoting career and academic counseling, and developing a network to serve its members. Mentoring in MANRRS most closely follows the networking model. Hierarchy and power positions are replaced with collegiality and dedication to achievement of academic and career success. The networking of agricultural professionals, collegiate undergraduate and graduate students, university faculty and advisors, and high school students enhances recruitment and retention efforts on all levels.     

THE STATUS OF FACULTY SENATES IN COMMUNITY COLLEGES

Shared governance plays an important role in institutional decision making. The extent to which faculty are involved in governance, though, has largely been ignored within community colleges. The current study was designed to profile faculty governance units, such as senates, in community, junior, and technical colleges in order to initiate a constructive dialogue about how best to build structures that allow faculty input into decision making. An exploratory survey of faculty governance in community colleges was mailed to a apurposive national sample of community colleges to provide geographic representation. Findings reveal that governance bodies are less common that perhaps previously thought, and that these structures tend to be more informal than in their 4-year college counterparts.     

Creating and Implementing a Faculty Interest Group for Historically Underrepresented Faculty

This article describes the creation and implementation of a faculty interest group for historically underrepresented faculty at a large, urban community college in the Northeast. Faculty interest groups provide opportunities for faculty across disciplines to meet to explore common interests and share concerns and best practices. The faculty interest group described in this article was designed to explore and address the challenges faced by historically underrepresented faculty and facilitate the process of attaining reappointment, promotion, and tenure. Nationwide, nearly half of community college students come from populations that are also historically underrepresented, and community colleges are challenged to recruit and retain faculty that mirror the student body. Research demonstrates that historically underrepresented faculty members enrich the overall education of all students, and yet a significant number of those faculty members describe their college campuses as unwelcoming. Factors that make campuses unwelcoming for these faculty include, but are not limited to, the following: isolation and marginalization; salary disparities; microaggressions based on race, gender, and sexual identity; heightened visibility; and additional role demands. Community college administrators ought to be concerned with historically underrepresented faculty members’ satisfaction and persistence on campus because these faculty members are vital members of the academy. Faculty interest groups for historically underrepresented faculty may provide the support and professional development opportunities that will ensure their retention and success in academia.     

Engaging Faculty for Innovative STEM Bridge Programs

Bridge programs, in which underprepared students gain the academic and technical skills necessary for college level courses and entry-level employment, are a promising initiative for expanding access to, and success in, community college education. For career pathways related to science, technology, engineering, or mathematics (STEM), bridge programs are critical for enlarging the pool of students who are exposed to, and can aspire to, STEM preparation. This study, conducted with support from the National Science Foundation Advanced Technological Education program, followed four community colleges for a year to understand local factors that facilitated or impeded implementation of a bridge program in which basic skills were contextualized in biotechnology. The findings are that implementation of a contextualized curriculum requires substantial faculty learning. Implementation of these bridge programs was facilitated by instructional leadership by both administration and faculty. Administration assisted in creating the conditions that supported learning by coordinating faculty schedules and funding faculty time for initial and ongoing program development. Faculty benefitted by the support of experienced team members who could guide interdisciplinary learning. Implementation was facilitated when team members met frequently and when faculty worked collaboratively to implement the curriculum. Recommendations include planning for faculty development, both for faculty collaboration and contextualizing curriculum.     

THE LEADERSHIP INSTITUTE FOR A NEW CENTURY: LINCING WOMEN AND MINORITIES INTO TOMORROW'S COMMUNITY COLLEGE LEADERSHIP ROLES

The Iowa Association of Community College Trustees, the Iowa Association of Community College Presidents, and Iowa State University Higher Education Program created a partnership to develop women and minorities for leadership roles in community colleges. The Leadership Institute for a New Century (LINC) program, which is in its eleventh year, uses a combination of national and state community college leaders, community leaders, trustees, and university faculty members to offer personal and professional development activities for participants. University credit that may be used as part of an academic degree program and for state licensure purposes is granted. Participants are nominated by their college; participate in monthly seminars; and complete projects related to local, state, and national issues. Nearly 70% of participants reported receiving a leadership promotion or advancement during or since their acceptance into the LINC program. The majority indicated that the program was very influential in their advancement. With the predicted impending administrator shortage, more cooperative leadership development programs need to be developed. The future of our community college system depends on the development of leadership opportunities and an infusion of leadership.     

Administrator and Faculty Perspectives Regarding Community College Baccalaureate Degrees in Texas

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.     

WOMEN FACULTY: SATISFACTION WITH EMPLOYMENT IN THE COMMUNITY COLLEGE

To ascertain the satisfaction of women full‐time community college faculty with their employment in the community college, an open‐ended questionnaire was sent to over 100 women faculty in the Chicago City Colleges. Although the low response rate precludes much generalizability, the responses indicate that most women in the study found employment in the community college to be ideal for them. The employment enabled them to find professional fulfillment without the pressure to publish and with sufficient time for family responsibilities. Reservations about how “ideal” employment in the community college is for women stemmed from concerns about the institution's negative image. University researchers who decry teaching in the community college as marginalization of women as faculty are diminishing the achievements of the many women who find teaching in the community college to be ideal employment.     

DEMOGRAPHIC AND JOB SATISFACTION CHARACTERISTICS OF FLORIDA COMMUNITY COLLEGE FACULTY

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.     

大学英语教师学习共同体叙事研究

一项跟踪某高校大学英语教师学习共同体的个案研究表明：以课堂教学研究为核心的教师学习共同体,从情感和知识技能两个维度促进了大学英语教师科研成长及身份转变。教师学习共同体打破以往自上而下的教师团队建设形式,有利于促进教师师徒传授和同伴互助,是普通大学英语教师专业发展的有效途径。