ERIC Number: EJ1150249
Record Type: Journal
Publication Date: 2017
Guth, Douglas J.
Community College Journal, v87 n6 p24-29 Jun-Jul 2017
A community college's success hinges in large part on the effectiveness of its teaching faculty, no more so than in times of major organizational change. However, any large-scale foundational shift requires institutional buy-in, with the onus on leadership to create an environment where everyone is working together toward the same endpoint. Administration-backed faculty engagement has been the modus operandi for colleges selected by the American Association of Community Colleges (AACC) to participate in its Pathways Project. The initiative, funded through the Bill & Melinda Gates Foundation, implements a model for guiding learners on a course of study that keeps them on track for timely degree completion. College presidents may be leading the top-down charge to implement Pathways, but it's faculty who must enact day-to-day change in the classroom, program proponents say. With that in mind, administrators at Western Wyoming Community College (WWCC) and other Pathways colleges are getting their staff directly involved in an ever-evolving transformation process.
Descriptors: Community Colleges, College Faculty, Time to Degree, Educational Change, Teacher Participation, Transformative Learning, Teacher Leadership, Student Needs, Two Year College Students, Academic Persistence
American Association of Community Colleges. One Dupont Circle NW Suite 410, Washington, DC 20036. Tel: 202-728-0200; Fax: 202-833-2467; Web site: http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Wyoming; Washington; Ohio