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A profile of the community college p...

Outcalt, Charles Lee.

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A profile of the community college professoriate, 1975--2000.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A profile of the community college professoriate, 1975--2000./
作者:	Outcalt, Charles Lee.
面頁冊數:	312 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0063.
Contained By:	Dissertation Abstracts International63-01A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3040239
ISBN:	0493536450

A profile of the community college professoriate, 1975--2000.
Outcalt, Charles Lee.

A profile of the community college professoriate, 1975--2000. - 312 p.

Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0063.

Thesis (Ph.D.)--University of California, Los Angeles, 2002.

In 1975, the Center for the Study of Community Colleges surveyed community college Humanities faculty nationwide on their professional practices and attitudes. The current study updated this research, broadening the sample, to develop a profile of the community college professoriate, and to analyze changes since 1975. Local facilitators and vigorous follow-up led to the return of 1531 of 1993 valid surveys from a national, random sample, for a response rate of 76.8 percent.

ISBN: 0493536450Subjects--Topical Terms:

1018008
Education, Community College.

A profile of the community college professoriate, 1975--2000.
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245 1 2 $a A profile of the community college professoriate, 1975--2000.
300 $a 312 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0063.
500 $a Chair: Arthur M. Cohen.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2002.
520 $a In 1975, the Center for the Study of Community Colleges surveyed community college Humanities faculty nationwide on their professional practices and attitudes. The current study updated this research, broadening the sample, to develop a profile of the community college professoriate, and to analyze changes since 1975. Local facilitators and vigorous follow-up led to the return of 1531 of 1993 valid surveys from a national, random sample, for a response rate of 76.8 percent.
520 $a Survey results revealed that the community college professoriate has grown not only diverse, but also more fragmented since 1975. Faculty differed according to their personal and professional characteristics (especially employment status, doctoral attainment and aspiration, and teaching realm) on a wide array of indicators, including instructional practices, satisfaction, professional involvement, and use of professional reference groups. Faculty were, on the whole, satisfied, although part-timers were much less likely to be satisfied than their full-time colleagues. By self-report, they fulfilled their instructional responsibilities conscientiously. Doctoral seekers in particular reported a very strong engagement with the instructional aspects of their positions. Full-timers reported greater involvement on their campuses and in their professions. Less expectedly, doctoral seekers scored extremely highly on measures of institutional and professional involvement. In addition, they made very strong use of four-year faculty as a reference group.
520 $a Respondents have become more concerned about their job security and salary. Their level of professional involvement has declined. As the influence of secondary schools has increased, that of four-year colleges has lessened, with respondents less likely to have high school teaching experience and more likely to believe that four-year schools are the source of important ideas in their disciplines.
520 $a In conclusion, community college faculty have made slow and unsteady progress toward the development of a distinct professional identity. This progress has been hampered by increasing internal differentiation. Accordingly, practical recommendations must be grounded in awareness of the faculty's increasing fragmentation. Professional development programs meant to promote collegiality and effective instruction, especially if made accessible to part-timers, would benefit both faculty and students, as would measures to retain doctoral seekers at community colleges.
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