Perceptions of an Effective Community College Instructional Climate

Abstract

Much of the popularity of the community junior college is ascribed to the institution's focus on teaching. This emphasis is in keeping with public expectations and increasingly has the approbation of state officials upon whom these institutions depend for financial support [4, 7]. For the most part, however, educational literature does not provide a definitive picture of this focus, nor does it yield much careful assessment of what is actually being done. Conversation with administrators, faculty, and students suggests a need for information on these points. Systematic student assessment of instruction probably is used today in not more than 40 to 50 percent of the community junior colleges. 1 In such endeavor, these institutions tend to use instruments and follow procedures very similar to those employed in 4-year colleges and universities. In relatively few of these 2-year or 4-year institutions are the attributes, criteria, or conditions utilized carefully related to a program of faculty recruitment, induction, and career development. Indeed, Eble reported on the general lack of effective career development programs in higher institutions [2]. In reviewing evaluation forms in use, one is led to believe that many institutions simply adopt or adapt what others are using without very much thought.