Literaturnachweis - Detailanzeige
| Autor/in | Elliott, Diana B. |
|---|---|
| Titel | Community College Faculty Behaviors Impacting Transfer Student Success: A Qualitative Study. |
| Quelle | (1989), (32 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Academic Advising; Administrator Attitudes; College Faculty; College Transfer Students; Community Colleges; Faculty Advisers; School Holding Power; Student Attitudes; Teacher Attitudes; Teacher Behavior; Teacher Role; Teacher Student Relationship; Transfer Programs; Two Year Colleges |
| Abstract | In 1988, a study was conducted to examine the perspectives of community college students, faculty, and administrators concerning faculty behaviors that enhance students' ability to persist in college and transfer to a four-year institution. Semi-structured interviews were conducted with 21 faculty members and 16 administrators to elicit perceptions concerning teaching strategies, advising activities, college and community service, professional development, and responses to student diversity. In addition, 40 community college transfer students attending a large research university were interviewed in racially stratified focus groups to identify the faculty activities that most helped them complete their coursework and transfer. Study findings included the following: (1) students, faculty, and administrators agreed on the importance of several teacher behaviors, including creating an environment conducive to learning, relating course content to student experience, participating in professional growth activities, exhibiting a friendly and supportive demeanor, and setting and maintaining academic standards; (2) administrators were more inclined than faculty to emphasize the relationship between faculty activities and institutional goals; (3) in general, students expressed dissatisfaction with the advisement they had received from community college faculty; (4) for students, faculty played a central role as models of professionalism; and (5) faculty sensed ambiguity and incongruence in expectations of their role in the higher education community. (ALB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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