The Nexus of Access and Curriculum, Analyzing the Teaching of Developmental and Honors Courses within Community Colleges.
Saved in:
| Title: | The Nexus of Access and Curriculum, Analyzing the Teaching of Developmental and Honors Courses within Community Colleges. |
|---|---|
| Language: | English |
| Authors: | Outcalt, Charles L., Kisker, Carrie B. |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 2003 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Community Colleges, Faculty, Faculty Development, Faculty Evaluation, Faculty Publishing, Faculty Workload, Honors Curriculum, Remedial Instruction, Two Year Colleges |
| Geographic Terms: | U.S.; California |
| Abstract: | This document addresses the fact that community colleges have received little attention in research literature. The biggest gap in research is about community college instructors who teach the most and least prepared students through honors and developmental courses. Data was gathered from a national survey the professional practices and attitudes of community college faculty. Out of 1,993 surveys, 1,531 were returned for a response rate of 76.8%. The results showed that 8.6% had taught at least one honors course within the two years before they completed the survey and that 26.4% had taught at least one developmental course within the same time frame. The authors used logistic regressions to better understand the relationship between variables considered. The results indicate that professors that teach honors courses are characterized by an attachment to the four year university model of instruction and research and engages in traditional scholarly/research activities. Developmental instructors are characterized by an attachment to secondary school teachers, ideas, and methods, rely upon their colleagues in high schools for advice, and often have prior experience teaching in a high school. The document concludes with a recommendation for further research of the topic. (Contains 31 references.) (MZ) |
| Notes: | Paper presented at the Annual Meeting of the Association for the Study of Higher Education (28th, Portland, OR, November 12-16, 2003). |
| Journal Code: | RIEJUL2004 |
| Entry Date: | 2004 |
| Accession Number: | ED482718 |
| Database: | ERIC |
| Abstract: | This document addresses the fact that community colleges have received little attention in research literature. The biggest gap in research is about community college instructors who teach the most and least prepared students through honors and developmental courses. Data was gathered from a national survey the professional practices and attitudes of community college faculty. Out of 1,993 surveys, 1,531 were returned for a response rate of 76.8%. The results showed that 8.6% had taught at least one honors course within the two years before they completed the survey and that 26.4% had taught at least one developmental course within the same time frame. The authors used logistic regressions to better understand the relationship between variables considered. The results indicate that professors that teach honors courses are characterized by an attachment to the four year university model of instruction and research and engages in traditional scholarly/research activities. Developmental instructors are characterized by an attachment to secondary school teachers, ideas, and methods, rely upon their colleagues in high schools for advice, and often have prior experience teaching in a high school. The document concludes with a recommendation for further research of the topic. (Contains 31 references.) (MZ) |
|---|
