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.
Chapter 1 : Little Research, Even Less Respect, Chapter 2: What Should We Ask about Community College Faculty? Chapter 3: Designing and Conducting the Study, Chapter 4: Exploring the Faculty's Personal and Professional Characteristics, Chapter 5: The Heart of the Profession: Curriculum and Instruction, Chapter 6: Satisfaction as a Subjective Experience with Real-World Consequences, Chapter 7: Institutional Involvement, Chapter 8: Professional Involvement, Chapter 9: The Use of Professional Reference Groups, Chapter 10: Demographic Comparisons, 1975— 2000, Chapter 11 : Analytical Comparisons, 1975-2000, Chapter 12: Summary of Findings, Chapter 13: Have the Faculty Formed a Unique and Distinct Profession?