Building community college leadership through geoscience faculty development

Nagy, Elizabeth A.; Gilbert, Lisa A.

doi:10.1002/cc.20476

Cited by 4 publications

(4 citation statements)

References 24 publications

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“…These institutions enroll large numbers of historically underserved students (Cohen et al, 2014), making enhanced structural support for student learning a high priority. This sector has engaged in significant instructional reform spanning developmental and college-level areas (e.g., Brown & Bickerstaff, 2021; Eddy et al, 2021; Logue et al, 2019; Nagy & Gilbert, 2021; Rutschow et al, 2019). Improving instruction has shown to have positive impacts on student outcomes (Lancaster & Lundberg, 2019; Umbach & Wawrzynski, 2005).…”

Section: Relevant Literaturementioning

confidence: 99%

Reimagining Community College Math Reform Amid COVID-19

Wickersham

Zheng

Wang

et al. 2023

Community College Review

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Objective: In Spring 2020 when COVID-19 hit, community colleges moved almost all classes online. This disruption impacts recent math reforms, including contextualization, raising concerns about sustained faculty and institutional leadership commitment. This study investigated how community college faculty teaching contextualized math courses adapted their instruction in response to COVID-19-related disruptions and how community college and instructional leadership addressed math contextualization efforts in response to COVID-19. Methods: Using multiple case studies, we conducted interviews with faculty and institutional leaders from two large community colleges in a Midwestern state. We also integrated field notes, observations, lesson plans, project documentation, and other contextual information as complementary data. Results: Three themes revealed how faculty and institutional leaders navigated the process of adapting contextualization efforts throughout the pandemic: reaching out to create community remotely, reimagining contextualization or pushing the pause button, and skilling up to persist through and toward change. Contribution: This study provides insight into the unique challenges and innovations due to sudden yet enduring disruptions that impact instruction, faculty development, and institutional support around instructional reform in the community college. This research informs faculty and institutional leaders navigating sustained efforts around math reform to identify actions to help institutions and their faculty continue advancing high-impact approaches and initiatives to math instruction in any environment.

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Section: Relevant Literaturementioning

confidence: 99%

Reimagining Community College Math Reform Amid COVID-19

Wickersham

Zheng

Wang

et al. 2023

Community College Review

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“…They also need to create a transparent mechanism to handle complaints and report of diversity and equity policies. However, caution should be taken before layering on more work for adjunct faculty who teach the majority of geoscience classes at 2YCs (Nagy & Gilbert, 2021). Due to the contingent nature of their contracts, adjunct faculty are generally overworked and underpaid (e.g., Nica, 2018); the authors are asking institutions to support faculty both in monetary compensation and in professional development (see Chapter 9 by Layou et al 2022 in this volume).…”

Section: For Facultymentioning

confidence: 99%

The role two‐year colleges play in unlearning racism in the geosciences (URGE)

Guertin

Johnson

Kraft

2022

New Drctns Community Coll

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As one of the STEM disciplines with the lowest percentages of minoritized students and professionals, faculty and administrators in the geosciences have an opportunity to address racism within the context of their classrooms and campuses. In response, a group of community college geoscience faculty from disparate institutions across the U.S. came together to participate in the Unlearning Racism in Geoscience (URGE) program. This chapter describes how the group explored instructional, curricular, and institutional changes in practice and policies for a more inclusive geoscience community and gathered best practices into a resource document (https://bit.ly/ 2YCURGE).

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“…Key to this section is a focus on faculty as both learners and leaders, which is one way to accelerate the diffusion of high‐impact practices that, broadly speaking, support student success (Macdonald et al., 2021). As grassroots leaders, faculty have the power to influence change in their departments, institutions, and their disciplines—and to bring others along (Conrad & LeMay, 2020; Nagy & Gilbert, 2021). Leadership development—learning to be more effective leaders—is central to their success.…”

Section: Section Two: Developing Faculty Leadership and Catalyzing Ch...mentioning

confidence: 99%

Editors' notes

2022

New Drctns Community Coll

View full text Add to dashboard Cite

Building community college leadership through geoscience faculty development

Cited by 4 publications

References 24 publications

Reimagining Community College Math Reform Amid COVID-19

Reimagining Community College Math Reform Amid COVID-19

The role two‐year colleges play in unlearning racism in the geosciences (URGE)

Editors' notes

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