Objective: This study asked how faculty behaviors and course decisions best predict learning gains for students. Next, it investigated how the identified engaging practices vary based on faculty employment status, course experience, course level taught, and teaching area. Method: The sample was taken from students and faculty at one community…

Questions the policy of disqualifying holders of doctoral degrees (Ph.D.'s) from two-year college teaching, while exploring the reasons given for this reluctance. These are grounded in the fear that Ph.D.'s are over-specialized, insensitive to problems of effective instruction, disinterested in students, and opposed to the open-door philosophy.…

Discusses the need for effective programs--preservice and inservice--to prepare community college instructors to meet demands for teaching in two or more subjects and to meet the needs of underprepared students. (MB)

Compares part-time and full-time faculty in the areas of teaching experience; selection of course materials; use of instructional media, out-of-class activities, and support services; grading practices; and involvement in professional activities, indicating that the part-time teacher works under much less favorable conditions. (MB)

Argues that effective teaching is becoming progressively obsolete because of declining faculty involvement with teaching/learning. Identifies social change conditions affecting the teaching effectiveness of community college faculty. Discusses dimensions of alienation (i.e., powerlessness, meaninglessness, normlessness, isolation, and…

Examines evidence of the loss of quality in community college instruction over the last two decades. Argues that administrative leadership is needed to reaffirm the community college's commitment to excellence in teaching. (DMM)

Describes the results of a student assessment of teacher performance in the North Carolina Community College System, in which 65 percent of the faculty were rated between average and above average. Concludes that student evaluation affords a powerful device for describing teacher effectiveness. (DMM)

Describes changing demographic trends in community colleges, referring to older students particularly. Advocates fuller understanding of the adult learner. Stresses: (1) the necessity of teaching how to learn and creating a desire to learn rather than transmitting knowledge, and (2) the importance of flexibility in delivery systems. (JG)

Based on documents in the ERIC database, examines issues surrounding community college faculty evaluation. Focuses on the purpose of faculty evaluation, what evaluations measure, who performs evaluations, and such problems facing evaluation programs as lack of administrator concern over faculty success and faculty resistance to evaluation. (28…

Provides rationale in terms of faculty motivations/needs for merit recognition programs at two-year colleges. Describes 1991 study of two-year college faculty recognition programs, examining reasons colleges implemented programs, date of implementation, and nature of pressures to institutionalize programs. Reports dramatic increase in programs…

Presents the results of a study of community college faculty development activities. Reports that the colleges examined relied on traditional approaches to faculty development and made minimal efforts at evaluation. Urges colleges to develop more focused faculty development programs that are proven to improve learning and teaching. (Contains 35…

Analyzes the role informal student-faculty interaction plays in the success of science and math students in community colleges. Categorizes direct, indirect, and total causal effects of job, family, timework, gender, informal student-faculty interaction, and quality of effort. States that the findings support the theory that informal interaction…