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ERIC Number: ED294635
Record Type: RIE
Publication Date: 1988-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Faculty Who Teach Collegiate Courses.
Brawer, Florence B.
Drawing from national research on the demographics and level of professionalization of faculty at community colleges, this paper suggests ways in which faculty can support and promote the collegiate function of two-year institutions. First, demographic trends with respect to age, teaching load, educational attainment, gender, and ethnicity are reviewed. This section indicates that except for an increase in age and years of teaching experience, the demographics of teaching faculty were consistent between 1975 and 1984. The advance in age and increase in years of experience have implications for the transfer function. While young teachers have greater concern for students, older faculty are better able to promote and maintain policies that affect both student transfer and the essence of liberal arts in collegiate curriculum through their involvement in management functions. The next section examines indicators of faculty professionalization, including the lack of succinct, reliable, readily understood guidelines for peer review; the importance of relations and interaction with students to faculty job satisfaction; a low level of research and publication activity when contrasted with four-year college faculty; and a trend toward affiliation with professional organizations. The final sections look at ways that faculty can contribute to the college's transfer function, including: (1) taking responsibility for the academic and skills development of students planning to transfer to ensure that they can compete successfully at senior institutions; (2) helping students select a sequence of transferable courses; (3) utilizing the learning centers and media laboratories on campus to enhance instruction; (4) assuming greater responsibility for their own professional development, by conducting research, keeping abreast of new ideas in their fields, and be aware of instructional outcomes; and (5) seeking ways of taking the liberal arts into occupational areas. (MDB)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Center for the Study of Community Colleges, Los Angeles, CA.