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.     

IMAGE OF THE COMMUNITY COLLEGE DURING THE 1970s: A STUDY OF PERCEPTIONS

This article resulted from a funded research study which secured data from which conclusions could be drawn about the extent to which the image of the public, two‐year college changed during the decade of the 1970s, and about possible reasons for such changes. Six significant groups of educators across the nation were surveyed to secure their perceptions of change in image of the public community college. Survey instruments were sent to 903 persons in those six groups; 55% of the instruments were returned. By more than six to one, respondents indicated a perceived significant change in image. Detailed responses to items in five areas of possible change were submitted by respondents. The areas which were studied included: growth and management; programs offered; faculty; students; and other changes in policies, programs, or procedures.     

PERCEPTIONS OF COMMUNITY COLLEGE FACULTY ABOUT THE NEED FOR GERONTOLOGY TRAINING

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.     

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.     

PERSPECTIVES ON COMMUNITY COLLEGE LEADERSHIP: TWENTY YEARS IN THE MAKING

Findings from a national study of community college administrative careers, examining issues of position, gender, and race / ethnicity are reported. Career path data also are compared with an earlier national study, showing that paths to the presidency have changed since 1985. Implications for recruitment into senior positions and leadership diversity are discussed.     

STUDENT EVALUATION OF INSTRUCTION: PERCEPTIONS OF COMMUNITY COLLEGE STUDENTS,FACULTY, AND ADMINISTRATORS

The purpose of this study was to compare the opinions of students, teachers, and administrators relative to student evaluation of instruction in selected community colleges. While important educational decisions in community colleges are made on the basis of students’ evaluations (as in retention, promotion, tenure, and pay), little has been accomplished in testing the assumptions behind student evaluation of instruction. The student evaluation process assumes that students are honest, serious, and evaluate instruction, not some incidental activity.

A 25‐item Student Evaluation Process Scale was completed by 607 students, 130 faculty, and 45 administrators in five Illinois community colleges. Findings revealed little significant differences in the opinions of students regarding evaluation of instruction based on variables of sex, age, school location, student type (transfer or occupational), and class standing. There were little significant differences in faculty opinion and within the administrative groups based on selected variables. There were significant differences when the opinions of students, faculty, and administrators were compared. Students and faculty tended to agree with those items that questioned the objectivity of student evaluation of instruction. Administrators and students tended to agree with items reflecting the seriousness with which students evaluate instruction. Faculty and administrators indicated that student evaluation of instruction impacted faculty members’ instructional performances. Neither students, faculty, nor administrators supported the concept of merit pay tied to student evaluation of instruction.

The role of student evaluation of instruction in a faculty evaluation system must be investigated. A variety of groups should participate in this investigation.     

INSTITUTIONAL PERCEPTIONS ABOUT THE PREPARATION OF COLLEGE ADMINISTRATORS

This article looks at the relative usefulness of 12 selected factors in the preparation of college administrators as seen by practicing administrators and faculty in comprehensive community colleges, four‐year liberal arts colleges, and universities.

Three hundred randomly selected faculty and administrators in the state of Iowa were sent survey questionnaires. The returned surveys and research data were then analyzed in order to answer the research question.

The findings suggested that graduates from programs in higher education administration may be more accepted in community colleges than in liberal arts colleges or universities. The findings also showed that university personnel perceived the major research experience as being significantly more useful than the other personnel. Nonclassroom experiences were thought to be the most useful by all personnel, with faculty experience in higher education perceived to be the most useful. This study also showed that both administrators and faculty perceived majoring in higher education administration to be less useful than any of the other 11 preparation variables.

One of the recommendations of this study is that students, graduates, and professors in higher education administration programs attempt to educate the participants in higher education and the public on the strengths and uses of their programs. It was also recommended that further research is needed in the area of administrative task analysis at the different types of institutions.     

FROM DEVELOPMENTAL EDUCATION TO GRADUATION: A COMMUNITY COLLEGE EXPERIENCE

Using an ex post facto analysis of outcomes data, this paper tracks the academic performances of developmental and non-developmental students and examines the effects that developmental courses have on subsequent academic progress leading up to graduation. Three-year data on developmental students and graduates were analyzed to discern the characteristics of students graduating from the College, and to compare and contrast the characteristics of developmental and non-developmental students who graduated. The College graduates were categorized into four groups with respect to their academic preparation as suggested by their placement scores. During the three-year period considered, over 61% of the College's graduates took one or more developmental courses. This study shows that there is a positive link between the number of developmental courses taken and time to graduation. Consistent with prior studies, it is remarkable that developmental students perform equally well in college level courses as non-developmental students, depending on the number of pre-college level courses taken. As higher education institutions are facing increasing demands for accountability and performance requirements, accurate assessment and placement of students needing interventions become more imperative. However, accountability measures linked to retention, graduation rates, and federal student financial aid may disadvantage community colleges, especially because roughly two-thirds of community college students attend part-time and require remediation.     

STRATEGIES FOR COPING WITH JOB CHALLENGES IN THE COMMUNITY COLLEGE DEPARTMENT: A COMPARISON OF CHAIR PERCEPTIONS BY WORK EXPERIENCE

Department chairs in community colleges face a number of job‐related challenges that have been well documented by practitioners and scholars. Despite the identification of these challenges, few efforts have been undertaken to develop a battery of coping strategies for them. This study sought to identify and prioritize coping strategies related to the challenges of chairing a department in the community college. In addition, the work experience background of practicing chairs was selected to determine differences in the use of the various coping strategies.     

COMMUNITY COLLEGE FACULTY: MAKING THE PARADIGM SHIFT

The author looks at contemporary research and surveys on community college faculty, administration, and students and diagnoses problems and obstacles for the shift from a goal of expanded access in the 1960s and 1970s to the 1990's goal of the community college: teaching and learning excellence. First the current state of teaching and teachers in the community college is examined. Problems are illustrated such as lack of support for new teachers in their vital first years and the many and growing responsibilities of faculty that take away from teaching. The article then identifies and defines three major challenges for the next decade: (1) facilitating and addressing the needs of a wider range of student ability and mastery; (2) conquering the high and accepted attrition rate; and (3) dealing with the differing and often contradicting perceptions of students, faculty, and administration. This particular disparity, or this "gap," among student, teacher, and administrator is discussed in detail. Aside from these three important challenges, however, the greatest challenge for community college faculty in the 1990s is stated as the diversity of student academic credentials and maturity. Several conditions are also cited, which seem to put two-year college faculty at risk. Factors such as increased enrollment, lack of funding, limited facilities and equipment, and lack of faculty involvement in change efforts. Finally, the author looks to research by Honeycutt in a search for solutions to the above challenges. Honeycutt suggests several guidelines that might help to minimize teachers at risk and maximize faculty motivation. If the shift is to be made successfully, suggests the author, then faculty, the administrator, and the student will have to collaboratively explore and adapt suggestions such as those by Honeycutt and pay close attention to, and try to eliminate, the gap that divides them.     

PURSUING EXCELLENCE: THE COMMUNITY COLLEGE OF DENVER

This article is based on an in-depth, yearlong qualitative case study focusing on the Community College of Denver and a comprehensive review of research examining developmental education and institutional effectiveness issues in higher education. The authors identify critical issues, discuss implications, and suggest recommendations for improving accountability of practices; (b) increasing student success, with an emphasis on valuing diversity; and (c) implementing a new developmental program of strategically improving an existing one. Recommendations include (a) being knowledgeable about accountability mandates required of others and initiating self-imposed action; (b) establishing a commitment to quality results and sharing results with internal and external constituents; (c) creating an internal grassroots process that regularly provides for open discussion, planning, promoting and supporting student performance, and celebrating success; (d) cultivating informal leadership; (e) recruiting and hiring the best faculty members available then monitoring, mentoring, and training them; (f) creating a centralized developmental education model; (g) integrating technology into all college services and instructional plans; (h) seeking external funding to support retention and achievement initiatives; and (i) being committed to and taking steps toward leveling the educational playing field. Study results suggest that, when implemented as a combined effort by an institution committed to student learning, these actions can contribute to significantly higher levels of student success.     

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.     

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.     

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.     

THE STATE POSTSECONDARY REVIEW PROGRAM: IMPLICATIONS FOR THE COMMUNITY COLLEGE

The Permanent Subcommittee on Investigations of the U.S. Senate began a series of hearings in 1990 that uncovered an alarming pattern of waste, fraud, and abuse in the Title IV federal student aid programs. To create a stronger and more coordinated evaluation of institutions desiring to participate in these programs, Congress enacted the new Program Integrity Triad, which significantly increases the gatekeep‐ing functions of each member of the triad and establishes a specific set of responsibilities for accrediting agencies, the states, and the Secretary of Education. Under this program, states are directed to set up agencies known as State Postsecondary Review Entities (SPRE) to assist the U.S. Department of Education in reviewing institutions of higher education referred by the Secretary to determine continued participation in federal financial aid programs. The diverse ways in which students use community colleges will make it difficult, at best, to apply the quantifiable standards for withdrawal, graduation, and placement rates established by the SPRE program. The result could have serious implications for community colleges and their continued participation in Title IV federal student aid programs.     

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.