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Author: Charles Outcalt Publisher: Routledge ISBN: 1136805281 Category : Education Languages : en Pages : 238
Book Description
The nation's 275,000 community college instructors teach over 5,500,000 students, or over one-third of all college students in the US. However, community colleges and their instructors have received little attention in either the academic or popular press. This book presents the results of an unprecedented national study of the community college professoriate. It offers insights into a wide variety of their attitudes and practices, and includes chapters on such crucial topics as instruction, satisfaction, professional involvement, and the use of reference groups. In addition, it provides a unique longitudinal perspective on community college faculty by updating a major study of the professoriate conducted in the 1970s. The book debunks some popular myths regarding community college faculty, such as notions that collaborative teaching and in-class technology have become more prevalent. In addition, it offers a portrait of the professoriate as increasingly diverse, as well as increasingly fragmented. The book concludes with practical recommendations for administrators and faculty interested in improving the quality of faculty lives, and faculty practice, at their institutions.
Author: Charles Outcalt Publisher: Routledge ISBN: 1136805281 Category : Education Languages : en Pages : 238
Book Description
The nation's 275,000 community college instructors teach over 5,500,000 students, or over one-third of all college students in the US. However, community colleges and their instructors have received little attention in either the academic or popular press. This book presents the results of an unprecedented national study of the community college professoriate. It offers insights into a wide variety of their attitudes and practices, and includes chapters on such crucial topics as instruction, satisfaction, professional involvement, and the use of reference groups. In addition, it provides a unique longitudinal perspective on community college faculty by updating a major study of the professoriate conducted in the 1970s. The book debunks some popular myths regarding community college faculty, such as notions that collaborative teaching and in-class technology have become more prevalent. In addition, it offers a portrait of the professoriate as increasingly diverse, as well as increasingly fragmented. The book concludes with practical recommendations for administrators and faculty interested in improving the quality of faculty lives, and faculty practice, at their institutions.
Author: John M. Braxton Publisher: John Wiley & Sons ISBN: 1119133297 Category : Education Languages : en Pages : 107
Book Description
While teaching occupies the primary role of faculty members in community colleges, the question remains: To what extent are community college faculty members engaged in research and scholarship? This issue focuses on: the types of research and scholarship performed by community college faculty, the forces that foster or impede the engagement of community college faculty members in research and scholarship, specific examples of community college faculty scholarship that demonstrate the value of this work to the institution and to larger society, and policies and practices at the institutional, local, and state level that support engagement in research and scholarship. This is the 171st volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author: Vicki L. Baker Publisher: John Wiley & Sons ISBN: 1119448190 Category : Education Languages : en Pages : 152
Book Description
Explore an important, yet understudied concept: faculty scholarly learning. Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyer's four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented. This volume answers: What does scholarly learning look like at different types of institutions? What contexts and/or supports hinder or help faculty members' scholarly learning at the different institutional types? What challenges are noted in the extant literature on faculty work around further study or better understanding of faculty members' scholarly learning across institutional types? This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Kristine De Welde Publisher: Taylor & Francis ISBN: 1000976912 Category : Education Languages : en Pages : 390
Book Description
CHOICE 2015 Outstanding Academic TitleWhat do women academics classify as challenging, inequitable, or “hostile” work environments and experiences? How do these vary by women’s race/ethnicity, rank, sexual orientation, or other social locations?How do academic cultures and organizational structures work independently and in tandem to foster or challenge such work climates?What actions can institutions and individuals–independently and collectively–take toward equity in the academy?Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the “chilly climate” to the “old boys’ club,” women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success.This book is a “tool kit” for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors’ research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allow gender inequality to exist on their campuses, and to researchers/scholars investigating these phenomena. It aims to disrupt complacency amongst those who claim that things are “better” or “good enough” and to provide readers with strategies and resources to counter barriers created by culture, climate, or institutional structures.
Author: J. Levin Publisher: Springer ISBN: 1403984646 Category : Education Languages : en Pages : 198
Book Description
John S. Levin, Susan T. Kater, and Richard L. Wagoner collectively argue that as community colleges organize themselves to respond to economic needs and employer demands, and as they rely more heavily upon workplace efficiencies such as part-time labor, they turn themselves into businesses or corporations and threaten their social and educational mission.
Author: David A. Greene Publisher: Routledge ISBN: 1134000243 Category : Education Languages : en Pages : 154
Book Description
This study analyzes how Jill Ker Conway, first woman president of Smith College, implemented programmatic initiatives and changes to Smith's institutional culture that fit with her vision for higher education.
Author: Jo Bastiaens Publisher: Routledge ISBN: 1135853606 Category : Education Languages : en Pages : 260
Book Description
This book explores the goals, efforts and outcomes of international assistance to higher education over the past three decades and investigates how these have impacted changing State-university relations. Focusing on the case study of Indonesia, Bastiaens demonstrates how international aid facilitated and at times actively encouraged changing patterns of state-university relations from state control towards greater institutional autonomy. Through the use of various case studies from throughout the country and critical analysis of the relationships between international donors and domestic reformers, Bastiaens shows how the educational system of Indonesia was able to diversify resources, generate income, and become increasingly autonomous from government.
Author: M.T. Sehoole Publisher: Routledge ISBN: 113548452X Category : Education Languages : en Pages : 250
Book Description
This book was written with the purpose of analyzing the challenges faced by the post-apartheid government in South Africa with regard to reform of higher education. It covers the apartheid context of higher education, resistance to the system and its ultimate demise, democratic processes in post-apartheid reform agenda and how this agenda was emptied of its radical content as a result of global and local pressures. Highlighted are key constraints in the reform process, including the compromise pact agreed upon between the apartheid government and the ruling African National Congress, the rapidly globalizing environment underpinned by neoliberal principles within which South Africa's transition took place, shifts in macro-economic policies of government towards neo-liberal policy, the inheritance of the bureaucracy and the inexperience of new government officials. These are presented in a narrative style that combines the author's experience, the voices of key players involved and important data from a range of documentary sources. This is the first single authored book in post-apartheid South African that has systematically looked at higher education reform.
Author: Charles Outcalt
Author: Charles Outcalt
Author: Charles L. Outcalt
Author: John M. Braxton
Author: Vicki L. Baker
Author: Kristine De Welde
Author: J. Levin
Author: David A. Greene
Author: Stephanie A. Flores-Koulish
Author: Jo Bastiaens
Author: M.T. Sehoole