Faculty Development in Publicly Supported 2-Year Colleges

Murray, John P.

doi:10.1080/10668920152407883

Cited by 27 publications

(30 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…What we do not know from these studies is whether the chief academic officer is merely the highest-ranking officer to whom a director reports or whether he or she actively directs faculty development activities. Murray (2001) helps clarify this puzzle, noting that 84 percent of the respondents to his study indicated spending less than 50 percent of their time on faculty development activities, while 43 percent spent less than 10 percent of their time on these activities. Part of the reason is that chief academic officers seem to have the responsibility for faculty development along with their other duties.…”

Section: Institutional Supportmentioning

confidence: 97%

“…The institution rarely provides release time to do research, although some provide sabbatical leaves for completing doctoral work. Most colleges also support faculty travel to conferences to deliver papers (Murray, 2001). But other than these few activities, the culture and role expectations of community colleges may discourage faculty from engaging in traditional research.…”

Section: Research/scholarshipmentioning

confidence: 99%

“…Some evidence suggests, however, that institutional leaders support their faculty members' efforts to maintain currency in their teaching field: at least 90 percent of institutions provide financial support for attending professional conferences (Murray, 2001). …”

Section: Research/scholarshipmentioning

confidence: 99%

“…Despite the negativity characterizing studies of faculty development activities, public community colleges tend to exhibit some characteristics of effective faculty development programs (Murray, 2001). Specifically, the vast majority of public community colleges offer a set of activities such as support for travel to professional conferences and workshops on teaching.…”

Section: Institutional Supportmentioning

confidence: 99%

See 3 more Smart Citations

2007

ASHE Higher Education Report

View full text Add to dashboard Cite

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

show abstract

Section: Institutional Supportmentioning

confidence: 97%

Section: Research/scholarshipmentioning

confidence: 99%

Section: Research/scholarshipmentioning

confidence: 99%

Section: Institutional Supportmentioning

confidence: 99%

See 2 more Smart Citations

2007

ASHE Higher Education Report

View full text Add to dashboard Cite

show abstract

“…Unfortunately, according to a study Murray (2001) conducted, community colleges tend to provide seemingly random professional development opportunities for their faculty, many of which lack a readily apparent purpose related to specific learning outcomes.…”

Section: Reasons For Adapting Instruction To Meet Student Needsmentioning

confidence: 99%

An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies

Bunk¹

2000

View full text Add to dashboard Cite

Increasing diversity among community college students and the rising demand for a culturally competent workforce necessitate community college faculty across all disciplines to adjust their pedagogical choices to effectively serve diverse students while preparing all students for the new global era. The purpose of this narrative study was to explore what culturally competent pedagogies effective community college instructors use and reasons behind their choices. The study was conducted at a large community college in the Pacific Northwest. Data was collected through in-depth interviews with ten instructors teaching in different disciplines. In addition, the Intercultural Development Inventory (IDI) was used to measure participants' intercultural competency. The findings revealed that the participants were cognizant of the growing diversity in their classes and made a number of pedagogical choices to accommodate their students' needs. The findings also revealed that the participants' teaching in the Humanities and the Adult Basic Skills departments had more latitude in engaging diversity and choosing materials to fit the needs of their students compared to science and vocational field instructors. iii Acknowledgements

show abstract