Community college faculty scholarship

107 Pages·2015·16.195 MB·English

by  Braxton, John M

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Number 171 » fall 2015
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NewDirectionsfor
CommunityColleges
ArthurM.Cohen
Editor-in-Chief
CarolineQ.Durdella
NathanR.Durdella
AssociateEditors
AmyFaraEdwards
ManagingEditor
Community
College Faculty
Scholarship
John M. Braxton
Editor
•
Number171 Fall2015
Jossey-Bass
SanFrancisco
COMMUNITYCOLLEGEFACULTYSCHOLARSHIP
JohnM.Braxton(ed.)
NewDirectionsforCommunityColleges,no.171
ArthurM.Cohen,Editor-in-Chief
CarolineQ.Durdella,NathanR.Durdella,AssociateEditors
AmyFaraEdwards,ManagingEditor
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C
ONTENTS
EDITOR’SNOTES 1
JohnM.Braxton
1.CommunityCollegeFacultyEngagementinBoyer’sDomains 7
ofScholarship
JohnM.Braxton,DawnLyken-Segosebe
Thischapterdescribesthefindingsfromanationalsurveyofcommu-
nity college faculty. With the lens of Boyer’s Domains of Scholarship
appliedtothesefindings,amorefine-grainedandaccurateassessment
oftheengagementofcommunitycollegefacultymembersinscholar-
shipemerges.
2.TypesofFacultyScholarsinCommunityColleges 15
TobyJ.Park,JohnM.Braxton,DawnLyken-Segosebe
Thischapterdescribesthreeempiricallyderivedtypesoffacultyschol-
arsincommunitycolleges:ImmersedScholars,ScholarsofDissemina-
tion, and Scholars of Pedagogical Knowledge. This chapter discusses
thesetypesandoffersarecommendation.
3.FacultyScholarshipatCommunityColleges:Culture, 21
InstitutionalStructures,andSocialization
VanessaSmithMorest
Thischapterlooksatcommunitycollegefacultyengagementinschol-
arship.Communitycollegefacultyspendthemajorityoftheirtimeen-
gagedinteaching,andthereforetheirscholarshiptypicallyfocuseson
strengthening curriculum and instruction. The paper identifies some
ofthestructuralandculturalchallengesandsupportstoscholarshipat
community colleges. The author concludes that mechanisms for en-
couraging and rewarding scholarship at community colleges remain
underutilized.
4.ScholarshipandtheProfessionalIdentityofCommunity 37
CollegeFacultyMembers
JamesC.Palmer
Professionalassociationsestablishedbyandforcommunitycollegefac-
ultyhaveforgedapathtoanalternativeprofessionalidentitythatrec-
ognizesdisciplinaryscholarshipasanessentialpartoffacultywork.
5.ANationalInitiativeofTeaching,Researching,and 49
Dreaming:CommunityCollegeFacultyResearchin“Achieving
theDream”Colleges
LindaSerraHagedorn
The Achieving the Dream initiative have created a new environment
and new forms of thinking among faculty that has spurred some to
actionresearchwithintheirclassroomsandbeyond.
6.FillingtheVoid:TheRolesofaLocalAppliedResearch 63
CenterandaStatewideWorkforceTrainingConsortium
RichardC.Perniciaro,LawrenceA.Nespoli,SivaramanAnbarasan
Thischapterdescribesthedevelopmentofanappliedresearchcenterat
AtlanticCapeCommunityCollegeandastatewideworkforcetraining
consortiumrunbythecommunitycollegesectorinNewJersey.
7.TweakingtheCultureoftheCommunityCollege 77
JohnM.Braxton,WilliamR.Doyle,DawnLyken-Segosebe
This chapter contends that scholarship should become a part of the
missionofthecommunitycollege.Theauthorsdescribeactionsforin-
dividualcommunitycollegesandstateandfederalactionsthatencour-
age and support the engagement of community college faculty mem-
bersinscholarship.
Appendix:DescriptionofResearchMethodsandAnalysesfor 87
Chapters1and2
JohnM.Braxton
This appendix describes the methodology and statistical procedures
used to obtain the findings presented in Chapters 1 and 2. The ap-
pendixalsocontainsTablesA.1toA.4.
INDEX 97
E ’ N
DITOR S OTES
T
eachingconstitutestheprimaryroleoffacultymembersincommunity
colleges. Teaching occupies 85% of the typical community college faculty
member’s time (Rosser & Townsend, 2006). This time commitment in-
cludessuchaspectsofteachingaspreparingforclass,classroominstruction,
grading student assignments, and advising students (Rosser & Townsend,
2006).Despitethisextensiveengagementinteaching,threefactorsgiverise
tothequestion:Towhatextentarecommunitycollegefacultymembersen-
gagedinresearchandscholarship?
Thefirstofthesefactorsconcernstheproportionoffull-timecommu-
nitycollegefacultymemberswhoholdadoctoraldegree.Althoughthema-
jority of community college faculty members hold a master’s degree, 19%
ofthemhavereceivedadoctoraldegree(Townsend&Rosser,2009).Given
that the thrust of the doctoral socialization process centers on the acqui-
sition of attitudes, values, knowledge, and skills for scholarly role perfor-
mance(Austin&Wulff,2004),wemightexpectsomeengagementinschol-
arshipbydoctorate-holdingcommunitycollegefacultymembers.
Another factor concerns the professional identity of community col-
lege faculty members, an identity that remains elusive (Cohen & Brawer,
2008).Ahostofscholarscontendthatinvolvementinscholarshipprovides
a vehicle for the forging of the professional identity of community college
faculty (Cohen & Brawer, 2003; Eaton, 1994; Levin, Kater, & Wagoner,
2006;Outcalt,2002;Palmer,1992;Prager,2003;Vaughan,1988).
Analignmentoftheeducationmissionofthecommunitycollegewith
highereducationratherthansecondaryeducationthroughfacultyengage-
ment in scholarship constitutes the third factor (Crocker-Lakness, 1984;
Seidman,1985).Putdifferently,thepursuitofscholarshipdifferentiatesthe
mission of higher education from that of secondary education as the ad-
vancementofknowledgeconstitutesoneoftheprimarymissionsofhigher
education.Advancementsinknowledgefindexpressionintheresearchand
scholarshipoffacultymembers.
Taken together, these three factors reinforce the significance of the
question:Towhatextentarecommunitycollegefacultymembersengaged
in research and scholarship? This question begets other questions such
as: What are the types of research and scholarship performed by commu-
nity college faculty members? What are the various forces that either fos-
ter or impede the engagement of community college members in research
andscholarship?Aretherespecificexamplesofcommunitycollegefaculty
PNuEbWliDshIReEdCoTnIOliNnSeFiOnRWCiOleMyMOUNnIlTinYeCLOiLbLrEaGryES(,wniole.y1o7n1l,inFeallilb2r0ar1y5.c©om2)01•5DWOilIe:y10P.e1r0io0d2i/ccacl.s2,0I1n4c9. 1
2 COMMUNITYCOLLEGEFACULTYSCHOLARSHIP
research and scholarship that demonstrate the value of such work to both
the institution and to larger society? How can individual community col-
leges and local and state policy makers support some community college
facultyintheirengagementinresearchandscholarship?
This issue of New Directions for Community Colleges titled “Commu-
nity College Faculty Scholarship” addresses these questions. This volume
consistsofsevenchapters.
Thefirsttwochaptersconcentrateontheextenttowhichcommunity
collegefacultymembersareengagedinresearchandscholarshipaswellas
on the types of scholarship pursued. In Chapter 1, “Community College
FacultyEngagementinBoyer’sDomainsofScholarship,”JohnM.Braxton
andDawnLyken-Segosebeassesstheextentofcommunitycollegeengage-
mentinBoyer’s(1990)fourscholarshipdomainsofapplication,discovery,
integration, and teaching. They gauge the extent of engagement in these
four domains using both publications and unpublished, publicly observ-
able outcomes of scholarship as indicators of engagement. Given Boyer’s
(1990) call for using scholarly forms distinct from journal articles, book
chapters, and books in the assessment of faculty scholarship, Braxton and
Lyken-Segosebe used such unpublished, publicly observable outcomes of
scholarship. Using the results of a national sample of 348 full-time com-
munity college faculty members, they describe the general level of com-
munity college faculty engagement in each of the four domains of schol-
arship as well as differences by the highest earned degree, academic rank,
andacademicdiscipline.InChapter2,TobyJ.Park,JohnM.Braxton,and
DawnLyken-Segosebefurtherdepictthetypesofscholarshipengagedinby
community college faculty members. In this chapter titled “Types of Fac-
ulty Scholars in Community Colleges,” these authors unpack engagement
in each of the four domains of scholarship by empirically deriving three
typesoffacultyscholarsincommunitycolleges.Park,Braxton,andLyken-
Segosebedescribethesethreetypesoffacultyscholarsandhowtheydiffer
byrace/ethnicity,academicrank,academicdiscipline,highestearneddegree
held,andtenurestatus.
The first two chapters indicate that community college faculty mem-
bersdoengagetosomeextentinvarioustypesofscholarshipandthatthree
types of faculty scholars exist. However, Vanessa Smith Morest points out
inherchaptertitled“FacultyScholarshipatCommunityColleges:Culture,
InstitutionalStructures,andSocialization”that“increasingtheroleofcom-
munity college faculty in scholarship requires policies and structures that
support and reward these efforts” (p. 22). In this third chapter, she delin-
eatesinternalandexternalforcesthatfosterorimpedethedevelopmentof
institutional cultures that support the engagement of community college
faculty in scholarship. Morest also offers three recommendations for ways
communitycollegescanidentifyandrewardtheirfacultyfortheirengage-
mentinscholarship.
NEWDIRECTIONSFORCOMMUNITYCOLLEGES•DOI:10.1002/cc
EDITOR’SNOTES 3
Professional associations for community college faculty members in
specific academic disciplines constitute a force that fosters the engage-
mentinscholarshipbycommunitycollegefacultymembers.InChapter4,
“Scholarship and the Professional Identity of Community College Faculty
Members,”JamesC.Palmerdescribestherolesofnationalassociationsthat
involve community college faculty members such as the American Math-
ematical Association of Two-Year Colleges, the Committee on Physics in
Two-Year Colleges, and the Two-Year College English Association in forg-
ingaprofessionalidentityforcommunitycollegefacultymembersthatac-
knowledges scholarship as a part of the work of community college fac-
ultymembers.Palmerofferssomesuggestionsforprofessionalassociations,
scholars who study the community college and the leadership of commu-
nitycollegestofurtherdevelopsuchaprofessionalidentityforcommunity
collegefacultymembers.
Chapters5and6providespecificexamplesofcommunitycollegefac-
ultyresearchandscholarshipthatdemonstratethevalueoftheirworkboth
totheinstitutionandtolargersociety.InChapter5,LindaSerraHagedorn
describestheroleoftheAchievingtheDream:CommunityCollegesCountini-
tiative funded by the Lumina Foundation in stimulating research by com-
munity college faculty members on ways to improve their teaching and
fosterstudentsuccess.Inthischaptertitled“ANationalInitiativeofTeach-
ing, Researching, and Dreaming: Community College Faculty Research in
‘Achieving the Dream’ Colleges,” Hagedorn describes faculty-led research
in three community colleges participating in the Achieving the Dream
project.Throughvignettesoffacultyresearchineachofthethreecolleges,
Hagedorn demonstrates the value of such research to these three colleges.
This chapter also gives concrete illustrations of community college fac-
ulty engagement in Boyer’s scholarship of teaching domain discussed in
Chapter1.
The value to the state and the local community of applied research
in community colleges receives attention in Chapter 6, “Filling the Void:
The Roles of a Local Applied Research Center and a Statewide Workforce
TrainingConsortium”byRichardC.Perniciaro,LawrenceA.Nespoli,and
Sivaraman Anbarasan. This chapter describes a consortium of community
colleges in New Jersey created to develop training programs to meet the
needs of businesses for skilled workers. Faculty members in community
colleges in the state of New Jersey participate in this process by conduct-
ing applied research in collaboration with businesses that delineates de-
mands of different jobs and then through curriculum development. This
chapteralsodescribesthecreationoftheCenterforRegionalandBusiness
Research at Atlantic Cape Community College to meet the needs of busi-
nessesandotherorganizationsinthelocalcommunity.Examplesofapplied
research conducted include enrollment projects of student enrollment to
schooldistrictsintheregionservedbythecollege,economicimpactstudies,
NEWDIRECTIONSFORCOMMUNITYCOLLEGES•DOI:10.1002/cc
4 COMMUNITYCOLLEGEFACULTYSCHOLARSHIP
market research, and economic development strategies. This center pro-
videsastructureforparticipationinthescholarshipofapplication(engage-
ment)byfacultyatAtlanticCapeCommunityCollege.
InChapter7,thelastchapterofthisvolume,JohnM.Braxton,William
R.Doyle,andDawnLyken-Segosebepresentrecommendationsforinstitu-
tional, local, and state-level policy and practices centered on supporting
community college faculty engagement in scholarship. This chapter bears
thetitle“TweakingtheCultureoftheCommunityCollege.”
Publicpolicymakers,membersofgoverningboardsofcommunitycol-
leges,presidents,andchiefacademicaffairsofficersofcommunitycolleges
constitutetheprimaryintendedaudienceforthisvolume.Moreover,schol-
ars of the academic profession in general and of the professoriate of the
community college as well as students in graduate-level courses in higher
educationpreparationprogramswillalsofindmuchofvalueinthisvolume.
JohnM.Braxton
Editor
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