ERIC Review-Blending the Voices: Differing Perspectives on the Community College

Safarik, Lynn; Getskow, Veronica

doi:10.1177/009155219702500106

Cited by 5 publications

(2 citation statements)

References 3 publications

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“…Cohen and Brawer (1996) write that community college faculty seldom engage in scholarship, and when they do publish, the content is classroom-related and specific to their institutions. Safarik and Getskow (1997) state that community college faculty suffer from a lack of professionalism in part due to the nature of the scholarship they produce. However, they also note that "although many practitioners write in isolation and do not connect their writing to broad educational research themes, they do have the advantage of an 'insider view' of the community college not available to other researchers" (p. 72).…”

Section: Scholarship In Community Collegesmentioning

confidence: 99%

UCLA Community College Review: Community College Scholarship and Discourse

Kelly-Kleese

2004

Community College Review

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This review discusses the concept of the two-year college as a separate discourse community within the larger discourse community of higher education. The article offers a complete definition and description of discourse communities and discusses a new understanding of scholarship in terms of the scholarship of teaching. The review argues that redefining community college scholarship to include teaching as a form of scholarship will build a bridge for community college professionals to assert their knowledge and power within higher education.

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Section: Scholarship In Community Collegesmentioning

confidence: 99%

UCLA Community College Review: Community College Scholarship and Discourse

Kelly-Kleese

2004

Community College Review

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“…The body of available literature is not without criticism as well. An exploratory analysis of 300 publication abstracts from assorted journals noted that on the rare occasion community college faculty publish research their focus is typically about the state of their individual institution and the papers typically discuss classroom-level studies (Safarik & Getskow, 1997). Such efforts fail to provide either a policy framework or a national context.…”

Section: The Lack Of An Assessment Movement In Developmental Educatiomentioning

confidence: 99%

An Analysis Of Program Evaluation In Community College Learning Assistance Centers

Franklin

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Learning assistance centers exist in varied formats at many colleges and provide services to support the educational mission such as tutoring, support for special needs students, study skills instruction, writing or math instruction. This study seeks to add to the small body of research on evaluation measures used within learning assistance centers and the program evaluation practices of such centers by determining the prevalence of program evaluation and what measures learning assistance directors perceive they should be using in the evaluation of their program compared to those actually being used? Learning assistance center directors at 61 public two-year institutions, out of a nationwide sample of 226, responded to a survey and 43 of those respondents indicated program evaluation had taken place within their center. Those 43 rated their level of agreement, in terms of current practice and whether they thought it should be the current practice, with a number of statements pertaining to program evaluation within their centers and to the use of various evaluation measures. A descriptive analysis of the structures and range of services offered by learning assistance centers was performed as well as a descriptive analysis of the conditions and practices for program evaluation and of the potential evaluation measures. Descriptive statistics are presented for each item and t-test comparisons of the composite group means were performed to compare the current state of evaluation to the state desired by the learning assistance directors.It was found that 70.5% of the respondents indicated they had engaged in program evaluation within the last two years. These evaluations often include multiple measures and the directors believe the measures are appropriate. The evaluation plans in use also seem to be based on many of the "best practices" of program evaluation found in the literature. One area of discord was the inclusion of students in evaluation planning as it did not happen as frequently as the directors desired. Although alignment between the evaluation and the center's mission was rated high by most, the responses suggest that an "unspoken" mission of assisting at-risk students may require further consideration in the current practice.

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Public and tribal community college institutional review boards: A national descriptive analysis

Ocean

Hirschi

2015

Community College Journal of Research and Practice

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ERIC Review-Blending the Voices: Differing Perspectives on the Community College

Cited by 5 publications

References 3 publications

UCLA Community College Review: Community College Scholarship and Discourse

UCLA Community College Review: Community College Scholarship and Discourse

An Analysis Of Program Evaluation In Community College Learning Assistance Centers

Public and tribal community college institutional review boards: A national descriptive analysis

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