Community College Faculty Research Articles

The effects of a pandemic on community college faculty work life

This study explored the effect of COVID-related stressors on full-time faculty job satisfaction in a sample of Alabama community colleges. This research is important because while community college enrollments have increased, retaining qualified faculty continues to prove difficult amidst baby boomer retirements or faculty leaving the profession altogether. A quantitative approach was used to survey 216 full-time faculty in 2022 representing seven colleges in the central region of Alabama measuring various COVID work stressors as predictors of overall job satisfaction. COVID work stressors, COVID-related student stressors, and COVID-motivated career change considerations significantly predicted global job satisfaction, explaining 36% of the variance. The evidence from this study suggests that despite the average faculty member reporting they were slightly satisfied with their job nearly three years after the pandemic’s outbreak, COVID-related problems continue to be a concern for both students and faculty. The pandemic exacerbated many preexisting issues in faculty work with regard to student under-preparedness or overreach in administrative oversight, leading to over a third of faculty in this sample considering a career change.

Producing Graduates That Industry Needs: Exploring the Views of Employers, Administrators, Faculty, and Students on Foundational Skills at Community College STEM Programs

ABSTRACT This qualitative study explored the views of community college employers, faculty, administrators, and students on the importance of foundational skills, including literacy, numeracy, and problem-solving skills, in science, technology, engineering, and math (STEM) programs of study. Participants (N = 50) were recruited, semi-structured interviews were conducted, and the data were analyzed using inductive thematic analysis. Four themes were identified: 1) foundational skills are as important as the course of study; 2) the ability to communicate technical skills is crucial; 3) leadership and supervisory skills are valuable; and 4) employers contribute to the curriculum, producing graduates that industry needs. Our findings provide policy and practice recommendations, including the need to design curricula with strong components of literacy, numeracy, and problem-solving skills, integrating supervisory and leadership skills in classroom exercises, and engagement of employers in curriculum development and instruction. Producing graduates in STEM fields with skills that employers require is important for employee advancement and for future economic growth.

A Framework to Enable Community College Faculty Engagement with Data for Equity-Conscious Inquiry

ABSTRACT Equity-conscious inquiry is the purposeful work faculty engage in through continuous improvement processes and culturally responsive practices to address racial inequities in their classes. Fundamental to the work is engaging with equity-focused data to support the development of measurable goals and ensure changes lead to improvement. I define equity-focused data (EFD) as qualitative and quantitative measures collected at all levels of the college that address race and highlight racial disparities. In this conceptual paper I utilize a lens of the racialized organization coupled with faculty emotional labor to critically examine the literature that focuses on community college large-scale initiatives centered on data and equity. From this perspective, I argue that supporting faculty to engage with data for equity-conscious inquiry is an effective strategy to impact inequities in student outcomes and experience at community colleges. I then address barriers and provide a framework of nine necessary conditions that faculty must perceive to be in place to enable them to engage in equity-conscious inquiry. The framework allows community colleges to systematically support faculty to address the historic inequities in outcomes and experiences for racially minoritized students. It also advances understanding of how supports for faculty to engage with EFD constrain and enable them to address racial inequities in their classes.

Implementing Transitional Math: Perspectives of Illinois Community College Program Leaders

AbstractIn 2016, Illinois initiated a statewide transitional math program to support students to be academically ready in college-level math before graduating from high school. This qualitative study focuses on the perspective of community college faculty and administrators on the statewide implementation of transitional math programs. We find that a successful partnership between high schools and community colleges is perceived as key to designing, implementing, and improving transitional math programs to ensure effective teaching and learning. However, community college leaders perceived that it remains unclear how transitional math programs impact student success, college enrollment, and educational equity. We provided practical implications for both transitional math programs and the broader developmental education reform.

Incorporating Nature-Based Learning Experiences Across Disciplines: Inspirations From Urban Community College Faculty

Incorporating Nature-Based Learning Experiences Across Disciplines: Inspirations From Urban Community College Faculty

Rising to the Occasion—How Community College Faculty Adjust Instructional Approaches and Student Supports Amid the COVID-19 Pandemic

Objective: This study explores how community college faculty adjust their instructional approaches and student supports amid the COVID-19 pandemic. Method: This research drew on a basic qualitative approach to analyze 18 semi-structured interviews with faculty teaching math or math-heavy courses at two institutions. Results: Our findings add to the research literature on community college students’ learning experiences, faculty teaching practices, and emergency remote teaching. Our analysis revealed five themes: (a) Community college faculty ensured and maintained continuity and minimized disruptions in student learning; (b) they humanized teaching and student support without centering their personal struggles; (c) they deepened community building to foster a sense of connection among students; (d) they empowered students in both mindset and practices to keep them engaged; and (e) they viewed the crisis as a learning opportunity to inform future instructional approaches and student services long after the pandemic. Contribution: Our study reveals a change model that captures the holistic and humanizing nature of faculty efforts to inform the future of teaching and learning in community colleges. In addition, our findings unveil some of the most critical components for faculty and institutions to consider when preparing for future crisis management and preparation.

New Technology for a New World: How AI is Creating Opportunities for Students and Faculty

ABSTRACTThis article dives into the reality of how, since 2023, generative artificial intelligence (AI) has emerged as an inescapable force in education and highlights the work of community college faculty in use of AI in teaching and learning. ChatGPT is an example of a relatively new and rapidly evolving aspect of AI research, the large language model. Large language models such as ChatGPT may be the key to providing equitable access to learning as it can provide personalized learning pathways that can augment the impact of instructors. Faculty and colleges thriving in this new era of large language models are those that treat ChatGPT and its peer programs as catalysts to rethink their assignments and assessments so they could do something they've always done: prepare their students for a future that depends increasingly on technology.

Bringing Theory Into Action: Justice‐Oriented Practices for the Classroom

ABSTRACTLike other postsecondary educators, community college faculty face challenges from conservative politicians seeking to eliminate equity perspectives in college teaching and educational stakeholders who overapply the label of equity, rendering it devoid of meaning. Through a content analysis of literacy class‐focused equity practices from recent works we ground recommended practices in the larger body of community college and university literacy scholarship. In so doing, we seek to amplify practitioner‐scholar expertise and present four stages of an equity‐to‐justice praxis; awakening, making informed policy and practice changes, enacting culturally sustaining and responsive pedagogy. We offer concrete strategies for action and ultimately to reconceptualize the work of community colleges as liberation.

Together and Toward Equity: Experiences and Insights of Faculty in a Transfer Partnership

ABSTRACTEmpirically grounded, this article presents practical insights from a faculty‐led cross‐institutional transfer partnership involving three community colleges and a university in the Midwest. Drawing upon focus group interviews with over 60 members involved in the partnership, we delve into how faculty participants traverse domains of teaching, mentoring, and collaboration in their quest for developing equitable transfer opportunities and pathways. The article offers implications and recommendations that inform several vital areas of community college research and practice, such as transfer partnerships and equity initiatives, especially those led by faculty. Further, by illuminating how faculty negotiate priorities, tensions, strategies, and opportunities across their multiple roles in the transfer partnership, this article offers approaches for supporting community college faculty in reconciling their multiple professional roles toward complementarity, synergy, and sustainability.

Creating Collaborative Spaces for Community College Faculty and Staff to Discuss Pedagogy

ABSTRACT Research from undergraduate and K-12 environments suggests that providing meaningful support for Community College students requires faculty and staff to engage in ongoing self-reflection, peer support, and a commitment to research-based pedagogical shifts. Currently, California Community College (CCC) faculty and staff get very few of these opportunities. This study aims to address this issue through an intervention designed to provide opportunities for CCC faculty and staff to be part of a flexible, coherent professional learning community. The intervention is part of an NSF-funded research and development project at a community college in central California designated as a Hispanic Serving Institution (HSI), with the goal of providing faculty and staff with tools and processes to support students toward higher retention and success in STEM by facilitating “micro-internships.” Micro-internships are designed to reduce inequalities inherent in the traditional internship paradigm by providing access to professional and research skills for students who do not have the opportunities and/or confidence to participate in a more traditional full-length internship. Conversations with participants showed how they embraced the design principles that were negotiated as a project team, and how one or more of the study interventions had played a powerful role in supporting their learning and development toward certain pedagogical shifts. Our results highlight the power of providing spaces such as summer workshops and ongoing “community of practice” meetings for collaboration, professional learning, and peer-to-peer mentorship.

Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences.

Course-based undergraduate research experiences (CUREs) are an effective method of engaging large numbers of students in authentic research but are associated with barriers to adoption. Short CURE modules may serve as a low-barrier entryway, but their effectiveness in promoting expansion has not been studied. The Prevalence of Antibiotic Resistance in the Environment (PARE) project is a modular CURE designed to be a low-barrier gateway into CURE use. In a series of interviews, we track and characterize use of PARE in 19 PARE-interested instructors throughout the Innovation-Decision Process described by Rogers' Diffusion of Innovations theory. The majority (16/19) implement PARE at least once, and a majority of these implementers (11/16) expanded use by the final interview. Three of four cases of discontinuance were due to a disruption such as moving institutions or a change in course assignment and occurred for community college faculty. Expanders expressed fewer personal challenges than nonexpanders. Overall analysis shows that perception of barriers is nuanced and impacted by the innovation itself, the institutional context, and one's own experiences. These results suggest that a short duration, low barrier CURE can serve as a catalyst for implementation of a longer duration CURE.

Wood’s Job Satisfaction Survey 50 Years Later: A Principal Components Analysis of Community College Faculty Job Satisfaction

ABSTRACT The community college plays a vital role in educating college students, enrolling nearly half of all undergraduates in the United States. Those who interact with these students, faculty, play a pivotal role in both persistence and retention, with high faculty job satisfaction linked to better student outcomes. However, the number of qualified instructors who work at these institutions may be at risk due to the very same reasons there is a K-12 teacher shortage: relatively lower pay, increasing cost of living, and job dissatisfaction. It is therefore paramount that institutions measure their present dimensions of job satisfaction to keep their best faculty and attract new instructors. In this study, an instrument constructed by Woods (1973, 1976) was used to measure full-time community college faculty job satisfaction in a sample of two-year colleges in Alabama. The main goal of this research was to assess whether an instrument that is now fifty years old continues to adequately capture the myriad dimensions of job satisfaction and dissatisfaction. The results of a principal components analysis substantiate the continued utility of nine of the 10 constructs originally espoused by Woods (1973, 1976), satisfaction with achievement, growth, interpersonal relations, policy/administration, recognition, responsibility, salary, supervision, and the work itself. Results suggest that the tenth construct, working conditions, actually represents two distinct components rather than the previously unidimensional latent construct.

Self-Perceptions of Adjunct Faculty About Their Roles at a Select Community College System

This phenomenological study aimed to explore adjunct faculty roles and emphasis at a community college system. Twelve adjunct faculty members participated in interviews, revealing themes like background experiences, challenges, and institutional culture. Meta-themes included employment fatigue, student care, service provision, role appreciation, and career aspects. Findings could help administrators support adjunct faculty for success and enhance understanding of their experiences. The study contributes to the knowledge base on adjunct faculty in community colleges, suggesting future research directions in this area. The qualitative analysis methods employed included constant comparison, content analysis, correspondence analysis, and nonverbal behavior analysis to delve into adjunct faculty members' perspectives and experiences within the community college system. Recommendations derived from the study aim to provide insights for improving support and addressing the diverse needs of adjunct faculty in community college settings.

The Five Ps of the Adult Learner Journey through the Community College: A Conceptual Framework

A significant demographic shift in community colleges reveals that more than half of enrolled students are adults aged 25 and older. In response, states are instituting reconnect programs aimed at recruiting and reengaging adult learners. Despite these initiatives, existing processes and practices within community colleges often inadequately address the unique needs of adult students. This qualitative work employs focus groups and individual interviews involving community college presidents, faculty, staff, and adult learners to formulate a robust conceptual framework meant to guide community colleges toward positive adult learner outcomes. Termed the “Five P Framework,” it strategically poses critical questions that align with the five areas of the adult learner journey: public messaging, partnerships, processes, pathways, and proximity. Acknowledging the distinct characteristics and diverse backgrounds of adult students, the framework incorporates essential theoretical perspectives. It sheds light on the intricate interplay among personal, social, and institutional factors influencing adult learners’ educational experiences. Serving as a practical guide, the framework is intended for administrators, educators, and policymakers facilitating the development of targeted policies and practices to elevate educational outcomes and overall well-being for adult learners in community college settings. The research concludes by offering implications for practice, policy enhancements, and directions for future research to support adult learners.

An Instrument to Assess Faculty Who Support Students with Autism Spectrum Disorder at Community Colleges

ABSTRACT Students with Autism Spectrum Disorder (ASD) are one of the fastest growing groups at the community college, and supporting faculty members who teach students with ASD is a challenge for college leaders. Faculty members need a knowledge base about these students as well as the pedagogical practices that lead to their success. There have been no instruments, however, specifically designed to explore community college faculty members knowledge about students with ASD and the instructional methods to support them. This paper presents the development of an instrument assessing faculty members knowledge about students with ASD and the pedagogical practices to help them succeed. The instrument also addresses faculty members preferences for professional development to enhance ASD student success. Implications for community college leaders are presented, including the using instrument to develop systematic professional development plans – involving both full-time and adjunct faculty – to improve instruction for ASD students.

Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging.

Discipline-based education research (DBER) has experienced dramatic growth over recent years, but with growth comes concerns about whether DBER efforts accurately represent the education landscape. By many measures, DBER does not feature a representative range of institutional contexts or a diverse array of voices. Numerous professional development efforts have sought to broaden DBER participation. However, few studies investigate factors that increase engagement by individuals from underrepresented contexts. Drawing on theory related to belonging, self-efficacy, and social learning communities, we investigated persistence in an affinity group aimed at engaging community college faculty (CCF) in biology education research (BER). CCF and CC contexts are dramatically underrepresented in BER in comparison to their central positioning in higher education. We conducted a 4-y study of CCF participants' sense of belonging, self-efficacy, and network connectivity. Our results suggest a relationship between social connectivity, belonging, and persistence in the community, indicating an increase of either of these factors may increase persistence. Self-efficacy increased alongside belonging within the affinity group, which correlated with belonging in BER broadly. These results might inform efforts to engage underrepresented groups of DBER scholars and suggest that such efforts go beyond provision of resources and skills, to focus on building social connections.

“What Do We Have to Do?” Community College CTE Faculty Perceptions, Preparedness, and Propositions in Supporting Disabled Students’ Employment Opportunities

Objective/Research Question: The purpose of this grounded theory study is to explore how community college CTE faculty members aim to support disabled students in their career pursuits. Methods: This constructivist grounded theory study entailed interviewing 20 faculty members across two southeastern United States community colleges. Results: Findings unveil the prominence of community college faculty holding mixed perceptions and limited understandings of disabled individuals’ experiences in CTE fields, tending to weed disabled students out of these professions, and possessing various ideas for how to better enable disabled students’ success, including bolstering disability awareness and acceptance. Conclusions/Contributions. These insights contribute to the formation of the 3Ps Model of Faculty Professional Engagement with Minoritized Students that will guide researchers in how to understand the processes that shape faculty engagement with minoritized students. The study also reveals opportunities for growth in how community college faculty and practitioners address issues surrounding building up disabled community college students’ employment pathways.

A Dual Perspective on Academic Advising: Challenges Faced by Community College Transfers and Faculty Advisors in Engineering

This study provides a deeper understanding of the challenges facing community college transfer students in engineering and their faculty advisors at a 4-year research university. Using a phenomenological approach, data was analyzed from interviews with nine engineering transfers and seven faculty advisors. The findings unveiled nuanced barriers faced by engineering transfers and their faculty advisors, including transfers’ academic unpreparedness and struggles with nonacademic responsibilities; advisors’ heavy workload, disconnection with other student services, and lack of communication with community college advisors; and restrictions on course selection and program requirements in 4-year engineering programs. The findings provide meaningful insights into developing new policies and practices to improve the academic advising experience for engineering transfers.

“You’ve Got to Put the Student First”: Faculty Advisors as Educators and Emotional Laborers in Community College Baccalaureate Contexts

Objective: Given funding concerns and heightened work expectations at baccalaureate degree-granting community colleges, we set out to understand faculty advisors’ emotional labor in such context. Methods: We conducted a supra analysis, which is a form of secondary analysis of qualitative data. Existing interview data were drawn from a mixed-methods study focused on changes in academic advising policies and practices at baccalaureate degree-granting community colleges. Results: We identified three interrelated themes: (a) putting students first; (b) overextending oneself selflessly; and (c) pressures of neoliberalism and bureaucratic checkpoints. Conclusion/Contributions: This work addresses an important gap in the literature as it pertains to the complexities of the work and professional lives of community college faculty at CCB-conferring colleges. In addition to highlighting the emotional labor of CCB faculty advisors, this work further illuminates how community colleges have “normalized emotional labor as part of the community college faculty role”.

Open Educational Resources: Collaboration between Community College Librarians and Faculty

Open educational resources (OER) provide college students with course materials on the first day of class, ensuring an equitable learning experience for all. Faculty are the driving force behind OER but need more support to understand, locate, and evaluate resources. Faculty and librarian collaboration can bridge together ideas and resources to benefit students. The researchers used a qualitative case study to understand how faculty and librarians collaborated at a community college to adopt OER. The primary researcher interviewed librarians and faculty to understand their experiences of working together to promote and adopt OER at their campus. The researchers analyzed data from the participants which revealed seven primary themes consisting of communication, student benefits, faculty hesitancies, departmental and administrative decisions, librarian partnerships, and campus repository building. Findings revealed how the collaborative efforts of librarians and faculty helped move OER initiatives forward.