Faculty Development in a National Sample of Community Colleges

Murray, John P.

doi:10.1177/009155219902700304

Cited by 33 publications

(28 citation statements)

References 14 publications

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“…The format provided an opportunity for dialogue versus mere question and answer (Holstein and Gubrium, 1995;Ray, 1994). Data were analyzed using a framework for faculty socialization that focused on graduate programming socialization (Austin, 2001), sources of stress for new faculty (Sorcinelli, 2002), and challenges facing community college faculty (Eddy, 2005(Eddy, , 2007Murray, 1999). Key fi ndings from this research include a lack of intentional planning for a career as a community college faculty member, connections to the regional university, and links to practice.…”

Section: Socialization and Faculty Preparationmentioning

confidence: 99%

New faculty issues: Fitting in and figuring it out

Eddy

2010

New Drctns Community Coll

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This chapter provides a portrait of faculty development in community colleges, highlighting different issues facing faculty based on location and including a review of theFaculty members come to the community college through a variety of routes, most often not as an intended career option (Fugate and Amey, 2000). Indeed, Townsend and Twombly (2007) underscore the varied pathways to faculty ranks at two-year colleges and point out that possession of a Ph.D. is gaining traction, but that the master' s degree remains the coin of the realm for hiring in the sector. Coupled with the fact that recent research on faculty socialization (Austin, 2002;Eddy and Gaston-Gales, 2008) focuses on research university faculty versus those teaching at community colleges, community college search committees need to consider the match between candidate preparation and the skills required for successful classroom teaching. This chapter fi rst highlights how previous socialization and preparation affect the issues faculty face as they start their careers and then discusses the areas faculty developers and academic leaders have indicated as pressing for faculty in community colleges. How faculty members were prepared, their previous experiences, and their expectations of teaching at a community college all contribute to how they conceptualize their faculty roles.The location and focus of the two-year college also infl uences the experience of new faculty because context provides key environmental factors. Faculty members working in urban settings face different challenges relative to their counterparts in rural locations. In addition, size differences in student enrollment are important to the faculty experience. The research 2

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Section: Socialization and Faculty Preparationmentioning

confidence: 99%

New faculty issues: Fitting in and figuring it out

Eddy

2010

New Drctns Community Coll

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“…John Murray (1999a), the most frequently published author on the topic of professional development in community colleges, suggests that effective faculty development programs have several components: institutional support-a climate that encourages faculty development; a formal, goal-directed program; links between development and rewards; faculty ownership; support from colleagues for investments in teaching; and a belief on the part of instructors that administrators support and value good teaching. Similarly, Burnstad (1994) identifies several characteristics of effective faculty development programs: "comprehensive, supported by administration, managed by a staff developer, constituent driven, adequately funded, evaluated periodically, and supportive of the organization's mission" (pp.…”

Section: Components Of Professional Development Programsmentioning

confidence: 99%

“…We argue that some of these components, such as a goal-directed program, are characteristics of an effective program, while the remainder consist of institutional conditions that contribute to the success of the intentional, goal-directed program. Successful programs need both content and institutional support, but separating the factors identified by Murray (1999a) and Burnstad (1994) into the two categories helps draw attention to the necessary institutional support factors.…”

Section: Components Of Professional Development Programsmentioning

confidence: 99%

2007

ASHE Higher Education Report

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Overview A Profile of Community College Faculty Full‐Time Faculty Part‐Time Faculty Conclusion Faculty Work in the Context of the Community College The Community College's Missions and Students Role Expectations for Full‐Time Faculty Members Role Expectations for Part‐Time Faculty In‐Service Training and Professional Development Job Satisfaction Conclusion Dimensions of the Community College Faculty Career Preparation to Become a Community College Faculty Member Entry Requirements The Search Process Career Stages Conclusion Institutional Factors Affecting Community College Faculty Work Life Background Collective Bargaining Faculty Involvement in Shared Governance Other Institutional Factors Extrainstitutional Factors Affecting Work Life: Legislative Actions Conclusion Looking to the Future: The Status of Community College Teaching as a Profession Characteristics of a Profession and Professionalization Is Community College Teaching a Profession? Possible Future Influences on Faculty Professionalization Conclusion A Fresh Look at Community College Faculty Challenges in Understanding Community College Faculty Conclusions Note References Name Index Subject Index About the Authors

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“…(p. 13) This call for a re-emphasis on teaching as the primary function of colleges in the new millennium has, unfortunately, not been fully heeded by college administrators. Murray (1999), in Faculty Development in a National Sample of Community Colleges, points out the urgent need for more serious attention to faculty development programs. Citing Schuster et al, Murray (1999) writes that colleges:…”

Section: Toward a Comprehensive Program Of Faculty Developmentmentioning

confidence: 99%

“…Murray (1999), in Faculty Development in a National Sample of Community Colleges, points out the urgent need for more serious attention to faculty development programs. Citing Schuster et al, Murray (1999) writes that colleges:…”

Section: Toward a Comprehensive Program Of Faculty Developmentmentioning

confidence: 99%

The Scholarship of College Teaching: Research Opportunities in the New Millennium

Fisher

2006

Journal of Teaching and Learning

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This paper examines some of the challenges facing contemporary Canadian community colleges and explores research opportunities related to (a) measuring the effectiveness of college teaching, (b) preparing beginning college teachers, and (c) re-conceptualizing professional development programs. First, the criteria for measuring teaching effectiveness at colleges are often derived from those used in elementary and secondary schools; questions remain as to whether, or to what degree, these criteria are appropriate measures of effective teaching in the college setting. Second, unprecedented retirements are creating an influx of beginning faculty with extensive subject expertise but often with little or no training as professional teachers; while traditional mentorship models often function as in-house induction programs, innovative pre-service training programs are being developed to more fully prepare aspirants to the profession of college teaching. Finally, some colleges are re-conceptualizing their professional development programs, employing innovative models such as Teaching Circles which are designed to build communities of scholars focused on institutional excellence in teaching. Numerous opportunities exist for research into teaching effectiveness, faculty induction, and professional development amid the changes and challenges that currently face the community colleges.

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Faculty Development in a National Sample of Community Colleges

Cited by 33 publications

References 14 publications

New faculty issues: Fitting in and figuring it out

New faculty issues: Fitting in and figuring it out

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The Scholarship of College Teaching: Research Opportunities in the New Millennium

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