How Community College Faculty Members May Improve Student Learning Productivity in Their Online Courses

2014 ◽  
Vol 38 (6) ◽  
pp. 575-587 ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Community College ◽  
Student Learning ◽  
Online Courses ◽  
Community College Faculty ◽  
College Faculty ◽  
Faculty Members ◽  
Learning Productivity ◽  
Improve Student Learning

HOW ONLINE FACULTY IMPROVE STUDENT LEARNING PRODUCTIVITY

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Katrina A. Meyer ◽  
Larry McNeal
Keyword(s):  
Student Learning ◽  
Online Courses ◽  
Online Faculty ◽  
Learning To Learn ◽  
Student Effort ◽  
Doctoral Level ◽  
Learning Group ◽  
Learning Productivity ◽  
Improve Student Learning

Ten experienced online faculty were interviewed to elicit examples of how they improved student learning productivity in their online courses. The ten faculty represented nine different states, 13 different fields or disciplines, and all were tenured or tenure-track at master’s or doctoral level higher education institutions. Based on a thematic analysis of the examples given, improvement in student learning occurred by 1) increasing student access to content, 2) changing the role of faculty (which had two parts: increasing access to and changing faculty roles), 3) increasing interaction with students, 4) emphasizing student effort (including use of experiential learning, group work, learning to learn, and feedback), 5) connecting to the “real world,” and 6) focusing on time. These findings suggest that faculty can and do find ways to use different tools in different ways to improve student learning productivity.

Women Community College Faculty Members

2019 ◽  
pp. 238-251
Author(s):  
Saralyn McKinnon-Crowley
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Community College Faculty ◽  
College Faculty ◽  
Faculty Members ◽  
Leadership Roles ◽  
Leadership In Higher Education ◽  
Current Leadership ◽  
Structural Inequities ◽  
Societal Expectations

This chapter explores the obstacles women community college faculty members face in attaining leadership roles, specifically the presidency, at community colleges. The theoretical framework incorporates Kezar's reconceptualization of leadership in higher education. The chapter discusses the currently available data regarding women community college faculty members and leaders, and presents factors preventing community colleges from attaining gender parity in leadership, namely structural inequities, campus climate, and the insidious ideal or heroic worker myth. Despite the diversity of students and staff present at a community college, discrimination and societal expectations regarding work still impact women. Ironically, the low status of community colleges may allow greater access to leadership roles for women. The chapter concludes by discussing possible solutions to the current leadership climate and present alternative leadership theories and paradigms, which, if implemented, could change the community college environment.

Sign in / Sign up

Export Citation Format

Share Document