The Level of Decision-Making,Perceived Influence,and Perceived Satisfaction of Faculty and Their Impact on Student Retention in Community Colleges

ABSTRACT

This study expanded on previous models that looked primarily at student and support factors related to student retention and examined other stakeholder group functions not previously reviewed in relation to student retention. The research question assumed that greater faculty participation in campus decision-making and faculty satisfaction would have been associated with a higher campus student retention rate. The non-experimental retrospective design examined the unanalyzed 2007 community college (CC) Changing Academic Profession (CAP) survey in relation to campus retention rates. The CAP captured faculty perceptions of whether faculty or non-faculty entities were the primary influence on decisions regarding academic matters, as well as a rating of faculty satisfaction. Analysis indicated that CC faculty rated their participation in campus decision-making versus non-faculty entities similarly to the ratings of faculty who had completed the CAP at four-year institutions. When compared with the 2007 retention rate per campus, only faculty job satisfaction was statistically significantly positively associated with student retention. Recommendations for future research include continuing to look at retention as an outcome of a multi-factorial model involving all campus stakeholders, and more research with retention as the outcome.     

New faculty as colleagues

This study, based on repeated interviews, tracked four sucessive cohorts of new faculty at a large state university over each of their semesters on campus. It documents trends for these new hires, notably in how they coped with social and intellectual isolation, with conflicts between their own and senior faculty's values, and with finding social support. New faculty evidenced differences as a function of the degree of their experience and of return from non‐academic careers. Older and more experienced new faculty found fewer friends and social supports on campus. New faculty needed at least three years to feel a real part of campus.     

CONTINUING THE CONNECTION: EMERITI/RETIREE CENTERS ON CAMPUS

ABSTRACT

The purpose of this article is to describe emeriti/retiree centers at two major research institutions that serve retired faculty, retired staff, and their spouse beneficiaries. These on-campus centers provide opportunities to cultivate retirees' connections to the campus community. Highlighted as possible models are 2 programs in different phases of development, 1 in a public and the other at a private university. Examples demonstrate how retired staff and faculty continue to bring value to the university, academe, and society. The article shows that a successful center is aided by many factors, primary among them: (a) senior-level administration fostering an appreciation of retirees as valued members of the campus community, (b) a dedicated departmental budget and mission focused solely on retirees, and (c) retiree involvement in governance and programming.     

University of California Peer Review System and Post-tenure Evaluation

The peer review system at all campuses of the University of California is a long standing program of pre- and post-tenure evaluation. All faculty are reviewed on a schedule of 2 to 4 years by department colleagues, the dean, and a campus faculty committee which normally results in a merit increase. This system of pre- and post-tenure review throughout a faculty members' career poses a substantial workload for faculty, departments, and the campus; but it is regarded by faculty and campus administrators as crucial to maintaining a faculty of very high quality. This article describes the well-established review process, which may provide ideas for those institutions planning on enhancing their approaches to peer review .     

The ally within: An innovatory approach to networking and staff development

This paper reports on an innovative approach to faculty development where the centralized unit has established a network of locally-based faculty developers. In contrast to the more conventional model of faculty development where centralized units are vested with the responsibility for devising programs for faculty development for the University at large, this model draws on the expertise of faculty already at work in a particular area. Once appointed, the locally-based faculty developer provides support to colleagues in their shared work place and also contributes to the program offered by the centralized unit. This alliance between the centralized unit and the locally-based faculty developer has led to positive outcomes for both parties, and for the University community.Philip Candy, professor and Director of the Academic Staff Development Unit at the Queensland University of Technology, received his Ed.D. from the University of British Columbia. His research interests are mainly in the theoretical and conceptual aspects of adult education, and constructivist approaches to research and teaching. His book,Self-Direction for Lifelong Learning, won the 1991 Cyril Houle World Award for Literature in Adult Education. Jill Borthwick, a senior lecturer in the Academic Staff Development Unit at QUT, is coordinator of the Unit's Teaching Development Program. Her Ph.D. on developmental approaches to teacher education is from the University of Queensland, and her research interests are predominantly in the areas of gender studies, and language and literacy.     

A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics

In their 2012 report, the President''s Council of Advisors on Science and Technology advocated “replacing standard science laboratory courses with discovery-based research courses”—a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates.     

Genome Consortium for Active Teaching: meeting the goals of BIO2010

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.     

Faculty development via field programs for middle-aged,disillusioned faculty

This paper reviews reasons why traditional faculty development programs have neglected middle-aged, disillusioned faculty (colleagues who are chronically depressed or angry about their jobs, who are inactive and unenthusiastic as teachers and researchers, and whose campus participation is passive at best). It then describes a format for engaging field-based developers, including chairpeople, in stepwise programs that help reestablish communication and reinvolvement of these problem faculty in meaningful activities and rewards. Data from ongoing field programs of the sort advocated here include survey-based portrayals of middle-aged, disillusioned faculty (e.g., 22% of all older faculty were rated as explosive with students/colleagues), of usual failings in communicating academic reward processes to faculty, of faculty's and administrators' reservations about reengaging problem colleagues, and of benefits accruing to field-workers themselves. Thus far, of the 45 middle-aged, disillusioned faculty involved in programs with their chairs acting as field-based developers, 84% have shown significant progress in preliminary stages of reestablishing communication and departmental activity, 69% have renegotiated for more meaningful roles as teachers/scholars/colleagues, and 47% have earned public rewards for meeting the goals set in their recontracting.     

Oh,won’t you stay? Predictors of faculty intent to leave a public research university

Understanding and predicting faculty intent to leave is important to the development of improved conceptual frameworks of faculty success as well as the implementation of effective retention strategies for academic leaders and institutions that invest considerable resources in recruitment, institutional support, and compensation. This study examined the relationship between various research-based factors and faculty intent to leave by integrating components identified in the extant literature for employee turnover more generally and faculty intent to leave more specifically. The results of binary logistic regression models identified workplace stress, being in a “soft-pure” discipline, fewer years of service at the university, and higher research productivity as key predictors of faculty having considered leaving for another institution. Key predictors for faculty having considered leaving academe altogether were being in a “hard-applied” discipline, not having a spouse or partner, a perceived lack of support, a perceived lack of fit, stress of raising a family, and dissatisfaction with certain aspects of the “faculty job”. The implications for research, policy, and practice are discussed.     

Social Status and the Effects of Legal Concealed Firearms on College Campuses

Research consistently shows that students and faculty are generally against expanding access to firearms on campus, and many stakeholders worry about the effects of campus carry laws on student violence, civility, and feelings of safety. We contribute to this literature by investigating how potential changes to campus carry policies affect students’ reported commitment to campus activities. Theories explaining fear of crime and social commitment led to hypotheses that predict members of socially disadvantaged groups—specifically women and minority students—would report less favorable attitudes toward gun possession on campus, greater feelings of vulnerability to victimization, and less commitment to the college environment when students or staff may possess guns. Hypotheses received support, and add to the growing literature documenting potential issues that legislators, administrators, and faculty might consider when debating the enactment of campus carry policies.     

Nurturing Careers in Psychology: Combining Work and Family

The academic workplace, with its requirements for achieving tenure within the first 6 years of employment, is designed in ways that discriminate against young faculty with family care responsibilities, most notably mothers. Mason and Goulden (Academe, http://www.aaup.org/publications/Academe/2002/02nd/02ndmas.htm, 2002, Academe, http://www.aaup.org/publications/Academe/2004/04nd/04ndmaso.htm, 2004) found that women faculty who have babies within the first 5 years following the receipt of their doctorate are less likely to earn tenure than women without babies or men in general. Women at research-intensive universities are twice as likely as their male colleagues to report that they had fewer children than they wanted. In addition, only one-third of women who begin their academic career at research-intensive institutions without children will become a mother. These inequities, sometimes called the “baby gap” or “motherhood penalty” make academic institutions difficult places for new faculty with family care responsibilities. Suggestions are provided to assist new faculty in successfully combining their work and family roles (e.g., establish gender equity in parenting and negotiate for family-friendly policies) and to senior faculty and administrators who want to nurture the careers of their younger colleagues (e.g., support the use of family-friendly policies on campus).     

A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students

This study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings from exploratory factor analysis indicated that three clear components could be extracted from the scale of Professional Learning Communities Assessment (PLCA) in a Chinese setting. Multilevel analyses was conducted to investigate how school-level variables, including the three factors of PLC, faculty trust in colleagues, and collective teacher efficacy, affect teachers’ commitment to students. The findings from the Hong Kong teacher sample indicated that two PLC factors including collective learning and application and supportive conditions - structures, and the factors faculty trust in colleagues and collective teacher efficacy could significantly and positively account for the school-level variances of teachers’ commitment to students. Another PLC factor, shared and supportive leadership, was not identified as a significant predictor to teachers’ commitment to students in a Chinese setting. The findings of school-level regressions indicated that all three factors of PLC as well as faculty trust in colleagues could significantly and positively affect teachers’ collective efficacy on instructional strategies. However, only one PLC factor, collective learning and application, and the factor faculty trust in colleagues were significant predictors to teachers’ collective efficacy on student discipline.     

Mentoring african american educational media and technology students

Summary Mentoring appears to help African-American students taking educational media and technology classes to have more confidence in their abilities to integrate technology. It has also provided them with an opportunity to express their concern about their lack of technology skills and anxiety about teaching. Furthermore, they were able to speak to someone who cares about them and who has also had similar concerns and anxieties. The fact that we were all African American facilitated communication and trust between each of my students and me. However, since there is typically a scarcity of African-American faculties to mentor them it is problematic to have same-race mentoring relationships for most African-American students at predominately White academic institutions. Research suggests however, that African-American students feel that having an African-American mentor is less important to them than having a mentor in their career field. With appropriate attitudes and the belief that cultural diversity is an asset and not a deficit, faculty of other races can effectively mentor African-American students. With this in mind coupled with the fact that research indicates that mentoring supports retention particularly for African-American students, all faculties should consider mentoring African-American and other minority students. Mentoring enables faculty to MEET their minority students where they are and move them forward. Remember to Model use of technology in the classroom, Engage students in dialogue in and out of class, Embrace their anxiety and point our their successes, and Team students with partners. Her research interest focuses on factors that support or inhibit preservice and professional teachers from integrating technology.     

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.     

Faculty attitudes toward industrial research on campus

To gauge the attitudes of university faculty concerning the effect of corporate funding on campus research norms, we conducted a study of research faculty in Texas, employing the theoretical framework proposed by Alvin Gouldner. Gouldner theorized that the most privileged academics hold the most conservative social and academic views. In his view, the most highly research-oriented faculty—those who are senior, engaged in professional activities, and in important and secure positions—have careerist values that influence the reward system for other sociologists. These gatekeepers control professional dogma, and by means of editorships, board memberships, and other professional peer judgments establish normative behavior for the discipline. By analogy, natural scientists who compete successfully for research grants are in a position of having the most to gain by the status quo, and hence are very conservative; their own success convinces this elite tier of faculty that a meritocracy is at work. Several of our findings corroborated Gouldner's thesis, particularly in the convergence of ideologies between junior and senior faculty, and the higher propensity of scientists to support applied research. Finally, the impact of disciplinary orientation, as opposed to faculty rank or appointment, is discussed with a view to subsequent research.     

An Initiative to Broaden Diversity in Undergraduate Biomathematics Training

At North Carolina A&T State University (NCATSU), there was a critical need to better coordinate genuine research and classroom experiences for undergraduates early in their academic career. We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue research careers by increasing the visibility of research conducted at the interface of mathematics and biology at NCATSU. Because of the many positive impacts, iBLEND gained significant buy-in from administration, faculty, and students by 1) working from the ground up with administration to promote campus-wide biomathematics research and training, 2) fostering associations between research and regular undergraduate academic courses, 3) creating and disseminating biomathematics teaching and learning modules, and 4) enhancing learning community support at the interface of mathematics and biology. Currently, iBLEND is viewed as a productive site for graduate schools to recruit underrepresented minority students having specific competencies related to mathematical biology.     

FACULTY PERCEPTIONS OF THE QUALITY OF OFF‐CAMPUS INSTRUCTION

Two‐year college faculty teaching credit courses off‐campus were surveyed to ascertain their perceptions regarding a variety of factors about these courses. In general, faculty cited a number of factors that lead to the conclusion that the quality of off‐campus courses may be less than comparable on‐campus courses. However, the summary question about the extent of learning indicated that 83% of two‐year faculty included in the survey reported their students learned as much or more than they would in a comparable on‐campus course. The information was based upon personal perceptions of the faculty included and was not correlated to other measures such as standardized test scores or grade point averages. The data from two‐year college faculty were compared to a larger data base from 322 faculty teaching at all levels of higher education and results were similar.     

Faculty and instructional designers on building successful collaborative relationships

Employing phenomenological techniques this qualitative study investigates perceptions of collaborative relationships between instructional designers and faculty at an R1 university. While past research has considered the growing involvement of instructional designers in course development, and knowledge and skills expected from an instructional designer, little attention has been paid to what constitutes an effective collaboration and how it can be developed from the perspectives of both instructional designers and faculty. Based on semi-structured interviews of faculty and instructional designers, the following four thematic categories were uncovered: (1) reasons for collaborative efforts; (2) structure of collaborative relationships; (3) supports of and barriers to collaboration; and (4) essential competencies and strategies for instructional designers and faculty in a collaborative partnership. Our findings support the existing research on the importance of collaboration between instructional designers and faculty, and spotlights instructional designers in the higher education setting. They also outline key elements of an effective relationship, including understanding the role of an instructional designer, trust and rapport building (and its components), administrative support and faculty buy-in. Suggestions are made for to how overcome potential barriers to ensure an effective and collaborative partnership. Implications and future directions for research and training programs are discussed.

     

Concern about forecasts of national faculty shortages and the importance of local studies

The higher education popular press has published several forecasts of faculty shortages due to the mass retirement of expansion era faculty and the forecasted low numbers of doctoral graduates. These forecasts of national shortages encouraged a local study of faculty attrition in a four-campus university system. The local study considered two factors not accounted for in national studies but important locally: whether disciplinary field of study or campus location (urban or rural) has been associated with faculty attrition in the recent past and should therefore be considered when modeling demand for new faculty. Discipline and institution location were found to have no significant effect on the likelihood of faculty to continue employment from year to year when faculty age was controlled. Although retirement rate was expected to increase, no evidence of mass retirements producing an increased demand for new faculty was found. The lack of forecasted increases in demand for faculty locally led to reconsideration of national forecast studies, especially when it was determined that the age distribution of faculty across system campuses was similar to faculty nationwide. This paper questions whether there is sufficient evidence, as presented in the popular press, to support special action to increase the supply of faculty.Presented at the Thirty-first Annual Forum of the Association for Institutional Research, San Francisco, May 26–29, 1991.     

The teaching researcher: faculty attitudes towards the teaching and research roles

Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of various work-life factors. Factors such as academic freedom, an intellectual work environment, flexible work hours, inspirational colleagues, and work diversity are found to be highly valued. Support from peers and colleagues is also seen as a key in learning to manage the different academic roles. A relatively low value is attributed to teaching achievements. Likewise, there is often little utilisation of teaching opportunities to support research work (other than senior-year research projects). Female faculty were found to give marginally a higher importance to teaching recognition and collaborative teaching opportunities. Based on the findings, general recommendations for supporting the teaching researcher are presented.