Hiring and Developing Quality Community College Faculty

Sprouse, Marlene; Ebbers, Larry H.; King, Alissa R.

doi:10.1080/10668920701831159

Cited by 11 publications

(9 citation statements)

References 22 publications

(22 reference statements)

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“…Studies indicate that faculty development programs can increase self-efficacy (Rodgers, Christie, & Wideman, 2013;Nugent, Bradshaw, & Kito, 1999;Rowbotham, 2015;Singh, De Grave, Ganjiwale, & Supe, 2013;Zonoubi, Rasekh, & Tavakoli, 2017), and teachers with high self-efficacy expect to promote student learning (Heslin & Klehe, 2006;Morris & Usher, 2011). Institutions of higher learning need to invest appropriate resources towards effective faculty development programs (Sprouse, Ebbers, & King, 2008;Younger, 2011), but more importantly, such support must illustrate new models that promote authentic learning and development opportunities (Chung Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009;Desimone, 2009;Desimone, Porter, Garret, Yoon, & Birman, 2002;Garet, Porter, Desimone, Birman, Yoon, 2001;Penuel, Fishman, Yamaguchi, & Galagher, 2007;Wayne, Yoon, Cronen, & Garet, 2008).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Strickland-Davis

Kosloski

Reed

2019

Community College Journal of Research and Practice

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Community college faculty have experienced a shift in focus from access to access and student success. Given this shift in responsibility for student learning, community college faculty should be sufficiently prepared to teach a diverse student body and subsequently uphold beliefs regarding their ability to bring about desired outcomes of student engagement and learning. Given preparedness is a measure of self-efficacy, professional development for community college faculty is a critical investment in the support and development of teacher efficacy and faculty skill.Social learning theory specifically speaks to a means of increasing self-efficacy. As a professional development practice, social learning allows for participants to share problems, ideas, viewpoints, and collaboration towards solutions. Faculty development grounded in social learning theory may serve as a viable option for community college faculty to learn best practices in teaching and learning via social influence and social reinforcement. Therefore, the purpose of this study was to determine the effect, if any, of professional development modeled upon social learning theory on community college teacher efficacy. Administrators and faculty developers may find the results of this study useful as they make decisions about program design and resource allocation.iii A pre-experimental, one-group pre-and post-test research design using the Teacher's Sense of Efficacy Scale was used to measure the effectiveness of a faculty development treatment on teacher efficacy beliefs in the constructs of classroom management, student engagement, and instructional strategies. This method enabled a comparison of efficacy levels prior to and after participation in faculty professional development as a means to determine any potential influence.Data were analyzed by employing dependent and independent sample t-tests to determine differences in teacher efficacy mean scores over time. Findings indicated no significant differences in pre-and post-test scores for overall teacher efficacy and efficacy in the constructs of classroom management, student engagement, and instructional strategies. However, there was a significant difference in overall teacher efficacy scores after participating in the faculty development treatment between new and experienced faculty. From these findings, three themes were drawn that provide specific recommendations for community college faculty development program design. iv

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Section: Introductionmentioning

confidence: 99%

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Strickland-Davis

Kosloski

Reed

2019

Community College Journal of Research and Practice

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“…The challenge of providing instruction that meets the needs of all learners is heightened at the community college as a result of open door admissions policies that result in a wide variety of students with different levels of college preparation in the same classes (Sprouse, Ebbers, and King, 2008;Twombly, 2005). Sax, Astin, Korn, and Gilmartin (1999) found that 80 percent of community college faculty members perceived that their students were not prepared for college-level work.…”

Section: The Rural Environmentmentioning

confidence: 97%

“…The value that community colleges place on teaching is well documented (Flannigan, Jones, and Moore, 2004;Gahn and Twombly, 2001;Sprouse, Ebbers, and King, 2008;Twombly, 2005). The challenge of providing instruction that meets the needs of all learners is heightened at the community college as a result of open door admissions policies that result in a wide variety of students with different levels of college preparation in the same classes (Sprouse, Ebbers, and King, 2008;Twombly, 2005).…”

Section: The Rural Environmentmentioning

confidence: 98%

Faculty issues in rural community colleges

Cejda

2010

New Drctns Community Coll

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Faculty Issues in Rural Community Colleges Brent D. CejdaThe 2005 Carnegie classifi cations of colleges offering the associate degree identifi ed 1,043 publicly controlled two-year colleges. Among these institutions, 594 (57 percent) are identifi ed as rural serving. Categorizing community colleges as rural, suburban, or urban serving was based on Primary Metropolitan Statistical Areas (PMSAs), Metropolitan Statistical Areas (MSAs), and population. Associate degree colleges designated as rural serving are located within PMSAs or MSAs with a population of fewer than 500,000 people (using the 2000 Census) or are not located within a PMSA or MSA.An important consideration in examining faculty issues facing rural community colleges is the number of full-time faculty employed by these institutions and the number of students they serve. As indicated above, 57 percent of public community colleges are designated as rural. Using the measure of annual unduplicated head count enrollment, rural institutions served 36 percent of all community college enrollments in academic year 2003(Hardy, 2005. Maldanado (2006) found that 42 percent of the fulltime faculty employed by geographically designated community colleges held appointments at rural-serving institutions. The number of rural community colleges, the percentage of the community college population they serve, and the proportion of full-time faculty they employ point to the importance of examining issues related to recruiting the next generation of faculty for this institutional type.

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“…For example, Starobin and Laanan (2008) found that female faculty in science, mathematics, engineering, and technology (STEM) fi elds promote retention and transfer among female students. A third reason is the anticipated shortage of community college teachers and the need for institutions to focus on hiring quality instructors and invest in their professional development (Strouse, Ebbers, and King, 2008). Hiring processes affect recruitment and selection, and if these areas are left unexamined, institutions may inadvertently fi nd themselves perpetuating their existing employee patterns rather than taking advantage of the opportunity to reshape the faculty.…”

mentioning

confidence: 96%

Hiring and recruiting female faculty

Lester

Bers

2010

New Drctns Community Coll

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This chapter explores the attractiveness of community colleges for female faculty. It highlights several areas that need continued improvement to attract and retain female faculty and provides recommendations for changes to policies and practices. Hiring and Recruiting Female Faculty Jaime Lester, Trudy BersThe picture of gender equity in the faculty ranks at community colleges is murky. Community colleges are generally more inclusive to female faculty as compared to four-year institutions. Women represent 49 percent of fulltime and 50 percent of part-time community college faculty, a stark contrast to the low numbers of female faculty in four-year institutions (Cataldi, Fahimi, and Bradburn, 2005). Female faculty at community colleges also receive similar rates of compensation. West and Curtis (2006) found that women' s faculty salaries are 81 percent as a percentage of men' s in all public institutions and 95 percent at public two-year colleges. In contrast, gender segregation continues in traditionally feminized disciplines-professional and academic disciplines that are historically populated by women. English, education, human science, health professions, and library science are primarily dominated by women, with over 65 percent of the faculty being female, while more than 70 percent of the faculty in physical science and security and protective services are male faculty (National Center for Education Statistics, 2009).This chapter explores the attractiveness of community colleges for female faculty in order to understand why female faculty enter community colleges overall but in traditionally feminized disciplines. We also highlight the areas that need continued improvement and provide recommendations for how current leaders and faculty can continue to attract women to the community college and diversify the academic and vocational disciplines in which they are underrepresented. 5

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Hiring and Developing Quality Community College Faculty

Cited by 11 publications

References 22 publications

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Faculty issues in rural community colleges

Hiring and recruiting female faculty

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