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ERIC Number: ED261755
Record Type: RIE
Publication Date: 1985-Aug
Pages: 6
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Community College Faculty and the Transfer Function: A Critical Analysis. ERIC Digest.
ERIC Clearinghouse for Junior Colleges, Los Angeles, CA.
In spring 1984, as part of a larger study of transfer education in urban community colleges, the Center for the Study of Community Colleges conducted a survey to analyze faculty involvement in the transfer function. A questionnaire was distributed to 444 randomly selected faculty members teaching transfer courses at 24 colleges, requesting information on faculty awareness of student characteristics, faculty interaction with students, how faculty prepare students for the four-year college environment, faculty involvement in transfer-related activities, and faculty attitudes toward transfer and other community college functions. Study findings, based on a 78% response rate, included the following: (1) 67% of the instructors did not have information on student transfer aspirations, 81% had no information on performance on basic skills tests, and 80% had no information on students' employment status; (2) 61% met with students during office hours, yet very few indicated communication with students in other settings; (3) 45% did not use essay exams at all in determining course grades; (4) most faculty engaged in a variety of activities to achieve course equivalency between community colleges and senior institutions; (5) most faculty were not greatly involved in formal transfer activities outside the classroom, but many were involved in less formal ways; and (6) only 19% agreed that the primary function of the community college should be transfer. The study findings suggested that lack of faculty involvement in the transfer function was due to the perception by faculty that transfer education was the domain of administrative personnel, and that transfer education had become a secondary function. (LAL)
Publication Type: Reports - Research; ERIC Publications
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse for Junior Colleges, Los Angeles, CA.
Note: For the full study report, see ED 255 250.