Relevant bibliographies by topics / Community college instructors

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Community college instructors'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Community college instructors.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Community college instructors"

1

Parnes, McKenna F., Carola Suárez-Orozco, Olivia Osei-Twumasi, and Sarah E. O. Schwartz. "Academic Outcomes Among Diverse Community College Students: What Is the Role of Instructor Relationships?" Community College Review 48, no. 3 (March 6, 2020): 277–302. http://dx.doi.org/10.1177/0091552120909908.

Full text
Abstract:
Objective: Although much research on community colleges focuses on institutional challenges or student deficits, emerging evidence suggests that student–instructor relationships have the potential to impact student success. The current study examined factors that could influence community college students’ development of relationships with instructors and how these relationships are associated with academic engagement and achievement. Drawing on literature exploring student–instructor relationships at 4-year institutions, we hypothesized that students’ relationships with instructors may partially account for the association between student demographic and relational characteristics and academic outcomes (i.e., cognitive and behavioral engagement, grade point average [GPA]). Method: Survey data were collected from 646 ethnically and racially diverse participants, many of whom were first-, second-, or third-generation immigrants, or first-generation college students. Employing a between-subjects, cross-sectional design, we tested the main study hypotheses of mediation through a series of path analysis models using Mplus. Results: Students with higher support-seeking attitudes and students with a mentor reported closer relationships with instructors, whereas part-time students reported weaker relationships with instructors. In turn, student–instructor relationships were significantly associated with both cognitive and behavioral aspects of academic engagement and GPA. Conclusion: This study provides insight into the various factors that may influence community college students’ development of relationships with instructors and highlights the direct and indirect influence of these relationships on student success. Implications for future practice include finding strategies that can be implemented at community colleges to foster student–instructor relationships. Future research should further explore these associations using longitudinal data to gain a deeper understanding of current findings.
APA, Harvard, Vancouver, ISO, and other styles
2

Barrett, Karinda R., Beverly L. Bower, and Nancy C. Donovan. "Teaching Styles of Community College Instructors." American Journal of Distance Education 21, no. 1 (May 10, 2007): 37–49. http://dx.doi.org/10.1080/08923640701298738.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Smith, Glenn Gordon, David Ferguson, and Mieke Caris. "Teaching on-Line versus Face-to-Face." Journal of Educational Technology Systems 30, no. 4 (June 2002): 337–64. http://dx.doi.org/10.2190/ffwx-tjje-5afq-gmft.

Full text
Abstract:
This study investigates and describes the current instructor experience of teaching college courses over the Web (versus in face-to-face formats) in terms of the teaching strategies, social issues, and emergent issues such as media effects. We interviewed 22 college instructors who had taught in both formats. Four of the interviews were made by telephone and eighteen by e-mail. Interview fragments were categorized and counted for frequency to highlight emerging trends. Results indicate that Web-based classes have a profoundly different communication style than face-to-face classes. This has far-reaching consequences for on-line classes in terms of greater equality between students and instructors, greater explicitness of written instructions required, greater workloads for instructors and deeper thinking manifested in discussions, initial feelings of anonymity giving way later to emerging on-line identities. Authors propose a model with two competing systems, isolation effects versus community effects.
APA, Harvard, Vancouver, ISO, and other styles
4

BoarerPitchford, Julie. "Assessment Practices of Instructors in Community College." Community College Journal of Research and Practice 38, no. 12 (May 8, 2014): 1067–82. http://dx.doi.org/10.1080/10668926.2011.567175.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kolokithas, Angelo. "Spreading Undergraduate Research Experiences across a Community College." Scholarship and Practice of Undergraduate Research 4, no. 3 (May 28, 2021): 60–61. http://dx.doi.org/10.18833/spur/4/3/4.

Full text
Abstract:
This vignette discusses the impacts of undergraduate research experiences on the students of Northeast Wisconsin Technical College (NWTC) through models for course and summer undergraduate research experiences (CURE, SURE). For the CURE, NWTC instructors have joined the Tiny Earth Initiative (n.d.), a network of students and instructors that focuses on student sourcing of antibiotics from soil. A SURE was created in which students commit to an internship in virology research of 8 hours a week.
APA, Harvard, Vancouver, ISO, and other styles
6

Allen, J. E., and C. Cruz. "Professional Development in Remote Sensing for Community College Instructors." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-1 (November 7, 2014): 19–25. http://dx.doi.org/10.5194/isprsarchives-xl-1-19-2014.

Full text
Abstract:
The ingredients for the highly successful, ongoing educator professional development program, "Integrated Geospatial Education and Technology Training–Remote Sensing (iGETT-RS)" came into place in 2006 when representatives of public and private organizations convened a two-day workshop at the National Science Foundation (NSF) to explore issues around integrating remote sensing with Geographic Information Systems (GIS) instruction at two-year (community and Tribal) colleges. The results of that 2006 workshop informed the shape of a grant proposal, and two phases of iGETT-RS were funded by NSF's Advanced Technological Education Program (NSF DUE #0703185, 2007–2011, and NSF DUE #1205069, 2012–2015). 76 GIS instructors from all over the country have been served. Each of them has spent 18 months on the project, participating in monthly webinars and two Summer Institutes, and creating their own integrated geospatial exercises for the classroom. The project will be completed in June 2015. As the external evaluator for iGETT expressed it, the impact on participating instructors "can only be described as transformative." This paper describes how iGETT came about, how it was designed and implemented, how it affected participants and their programs, and what has been learned by the project staff about delivering professional development in geospatial technologies for workforce preparedness.
APA, Harvard, Vancouver, ISO, and other styles
7

Hansen, Tess. "“This Is Where I Want To Be:” Pedagogical and Integrative Practices of African American Learning Communities and Their Impact on Students." Journal of Transformative Leadership & Policy Studies 3, no. 1 (May 1, 2010): 35–50. http://dx.doi.org/10.36851/jtlps.v3i1.461.

Full text
Abstract:
This qualitative study explores pedagogical practices and student responses in three community college learning communities targeting African American students. Using classroom observations, instructor and student interviews, and student focus groups, the study examines how instructors teach in race-based programs and how students respond to these pedagogies. The study uses a conceptual model that integrates retention theory, critical race theory, and integration of instruction and student services theory. The study finds that culturally responsive pedagogical and classroom management techniques result in enhanced student perceptions of themselves as capable learners. Students also report developing a sense of African American identity through the experience of the curriculum and the racially homogeneous community of learners. This research has implications for policy and practice at community colleges by providing evidence that race-based programs are crucial for the academic and social integration of African American students into academia. The study also recommends that structural changes be made to community college practice, including integrating the role of student service professionals into curriculum design.
APA, Harvard, Vancouver, ISO, and other styles
8

Fairlie, Robert W., Florian Hoffmann, and Philip Oreopoulos. "A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom." American Economic Review 104, no. 8 (August 1, 2014): 2567–91. http://dx.doi.org/10.1257/aer.104.8.2567.

Full text
Abstract:
Administrative data from a large and diverse community college are used to examine if underrepresented minority students benefit from taking courses with underrepresented minority instructors. To identify racial interactions, we estimate models that include both student and classroom fixed effects and focus on students with limited choice in courses. We find that the performance gap in terms of class dropout rates and grade performance between white and underrepresented minority students falls by 20 to 50 percent when taught by an underrepresented minority instructor. We also find these interactions affect longer-term outcomes such as subsequent course selection, retention, and degree completion. (JEL I23, J15, J44)
APA, Harvard, Vancouver, ISO, and other styles
9

Bunch, George C., Heather Schlaman, Nora Lang, and Kylie Kenner. "“Sometimes I Do Not Understand Exactly Where the Difficulties Are for My Students”: Language, Literacy, and the New Mainstream in Community Colleges." Community College Review 48, no. 3 (June 5, 2020): 303–29. http://dx.doi.org/10.1177/0091552120920358.

Full text
Abstract:
Objective: To inform efforts to boost college completion and professional preparation for the linguistically diverse New Mainstream, we explored language and literacy demands, and how faculty conceive of those demands, in one allied health program at one community college in California. We also explore the implications for the preparation of community college students in academic and professional preparation programs more generally. Method: We examined program documents and outlines of courses in the allied health program and interviewed eight faculty members teaching these courses. We analyzed data using deductive and inductive codes and drafted a program overview of assignments, associated language and literacy demands, and identifiable genres and metagenres. We also conducted member checks with key faculty members to clarify and deepen our understanding. Results: Despite our efforts to focus on disciplinary dimensions of language and literacy in the allied health program, we found that course outlines and instructors tended instead to emphasize general reading and writing competencies, critical thinking, and problem-solving. Discussing students’ language and literacy challenges, instructors underscored challenges common to English-dominant and language-minority students, including problems with students’ study skills, critical thinking, problem-solving, or time committed to their studies. Contributions: We argue that, although focusing on general academic and life skills is important for the diversity of students served by community colleges, a deeper focus on disciplinary and professional language and literacy practices is warranted by both instructors and institutions to prepare and support the New Mainstream in completing college and succeeding in the workforce.
APA, Harvard, Vancouver, ISO, and other styles
10

Foley, Janice R., and Rodney A. Clifton. "Locus of Control, Organizational Climate, and Participation in Staff Development: A Study of College Instructors." Canadian Journal of Higher Education 20, no. 2 (August 31, 1990): 45–59. http://dx.doi.org/10.47678/cjhe.v20i2.183073.

Full text
Abstract:
This study identifies some factors affecting community college instructors' participation in staff development activities. Social learning theory suggests that both situational and personal factors explain the behaviour of individuals. Consequently, a theoretical model explaining staff development participation rates was developed, and tested on community college instructors. Sex, academic attainment, college teaching experience, locus of control, and perception of organizational climate, were included as independent variables. In addition, locus of control, and perception of organizational climate, were considered as intervening between these variables and staff development participation rates. The results illustrated that college teaching experience, and perception of administration climate, which is one aspect of organizational climate, were the most important determinants of staff development participation rates. This suggests that administrators play a key role in determining staff development participation rates, first by making the funds available that enable staff to access staff development opportunities, and second by establishing an administrative and reward structure that encourages and facilitates continuous enhancement of instructors' skill levels.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Community college instructors"

1

Franklin, Janeth Martin Walker. "Community College Instructors' Perceptions and Use of Feedback." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1282.

Full text
Abstract:
Many community college students, especially those who are required to take developmental education courses, do not complete course and degree goals. Research shows that constructive feedback practices used by instructors improve academic achievement while destructive feedback practices diminish student learning. Using a constructivist framework, the purpose of this qualitative, instrumental case study was to understand how faculty who teach developmental education and entry level college courses perceive and use feedback in a large urban community college in the Southwestern United States. Data were collected through 17 in-depth, face-to-face interviews and written feedback examples submitted by the faculty members. Interview transcripts were open coded and thematically analyzed and feedback examples were coded and typologically analyzed to identify type of feedback used. Interview findings indicated that faculty used feedback predominately to provide information to students, believing that all types of feedback benefit student learning. Analysis of the written feedback indicated that instructors used both destructive and constructive feedback. Recommendations include designing a professional development training to equip community college instructors with research-based constructive feedback strategies that will support student learning. Implications for positive social change include increasing the use of constructive feedback practices, particularly in developmental and entry level college courses, which may lead to increased course and degree completion for all students.
APA, Harvard, Vancouver, ISO, and other styles
2

Da, Costa Theresa. "College Instructors' Perceptions on Coteaching." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5319.

Full text
Abstract:
Coteaching is a teaching strategy that requires 2-teachers to collaborate in developing a course syllabus, selecting materials, and assessing students' work. The research problem, addressed in this study, was an appeal to educate the diverse adult population whose needs could not be addressed through traditional instructions at Rex College. Because of a high number of enrolled adult students, coteaching at Rex College was used to improve student success for academically underprepared students in a Set for Success program. The purpose of this study was to examine the coteaching strategies used at Rex College so that teaching guides and/or professional training development workshops could be implemented to provide consistency in the program. The conceptual framework of this study was based on the constructivist theory that knowledge is constructed and internalized by an individual in a social setting. The research question for the qualitative study was designed to focus on the experiences of the faculty members at Rex College. A purposeful sampling method was used, and 15 participants, who provided first-hand information, were selected for interviews and field observations. The interview data was analyzed by creating a matrix grid to code key words or phrases from each participant's responses and linked to the interview questions. The findings were interpreted and used as themes for the narrative. The results indicated the effectiveness in teacher collaboration and planning as compared to traditional classroom approach. A positive social change may result as (a) students demonstrate success in completing studies and develop job skills; (b) instructors find collegiality in their relationship and develop new teaching skills; and (c) attrition is decreased at Rex College.
APA, Harvard, Vancouver, ISO, and other styles
3

Scheuer, Cynthia M. "Perspectives of High School and Community College Instructors on College Readiness." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6482.

Full text
Abstract:
The preparation students need to complete college successfully is important to many stakeholders, including students, educators, and the community. Colleges struggle with enrollment and retention while high school teachers and community college instructors focus on the preparation of students to succeed in college. High school teachers and community college instructors are uniquely qualified to inform the determinants of college readiness across the continuum of education. This research study explored the perceptions of high school teachers and college instructors on the skills and behaviors required of students to be successful in college. This qualitative descriptive study was based on the conceptual framework of Conley's 4 keys to college readiness and used interviews from 4 high school teachers and 5 community college instructors to explore the research question. The data were open coded multiple times to construct categories that revealed 3 major themes of college readiness: preparation, engagement, and personal characteristics. High school teachers and college instructors identified similar skills and behaviors displayed by college ready students. The information gleaned from the interviews about college readiness informed the creation of a professional development project to provide college faculty with strategies to facilitate the skills and abilities needed for college success within the context of college courses. This research and project development are a move towards positive social change in improving student success in college. Given the need for college completion and the rising cost of education, the social impact of ongoing work to improve college readiness and college success is imperative for students, colleges, and teachers at all levels.
APA, Harvard, Vancouver, ISO, and other styles
4

Wade, Anne Slaydon. "Community college instructors' perceptions of incivility in the classroom." Thesis, Western Carolina University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619117.

Full text
Abstract:

The purpose of this quantitative research project was to add to the body of knowledge of incivility in the class by examining the perceptions of community college instructors in the State of North Carolina. Instructors were asked to identify behaviors they believed to be disruptive or uncivil in their classroom, indicate how frequent these issues occurred, indicate how they handled the disruptions, and whether or not they believed their practices to be effective. Each of the 58 community colleges in North Carolina was invited to participate of that 58, 13 chose to accept the invitation. The sample included 793 instructors who received the email at the 13 colleges and the respond rate was 162 or 20 percent. The instructors in the community college have a variety of students. Instructors have students in the age range of 14 to over 65 that reflect the community in which the college is located. The survey was adapted from Indiana University which ran an incivility survey in 2000. Instructors taking the quantitative survey also had text boxes in which to add their comments. Behaviors such as chewing gum in class or not being prepared where not considered as disruptive to the instructors as cussing the instructor or making threatening comments during class. Findings included no significant between an instructors race and their perceptive of classroom incivility. There was no significance between the instructors' years of teaching and the size of the classroom and their perceptions of incivility. The findings at the community college level mirror the literature and findings at universities and K-12 schools.

APA, Harvard, Vancouver, ISO, and other styles
5

Dobransky, Kristine Ann. "Technology Use and Integration by Ohio's Community College ESL Instructors." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hurt, Joy F. "Community College Instructors' Perceptions of Online Teaching and Learning: A Study of a Rural Community College." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1417.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Murdock, Arnold Keith. "Computer Aided Drafting : perceived needs of Virginia's community college drafting instructors /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-10052007-143223/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Greene, Sunny. "Community College Basic Skills Math Instructors" Experiences With Universal Design for Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2353.

Full text
Abstract:
Multiple approaches have been used in U.S. community colleges to address the learning needs of postsecondary students who are underprepared in basic skills math. The purpose of this exploratory interview study was to gain a deeper understanding of community college basic skills math learning through instructors' lived experiences using the Universal Design for Learning (UDL) approach and its technology tool, a computerized pen. The conceptual framework for this study used Knowles's adult learning and Kolb's experiential learning theories with UDL principles. The central research questions investigated the professional development and teaching experiences of community college basic skills math instructors in their basic skills math curriculum in the California Community College system using a Smartpen. Interviews were conducted with 4 instructors, 2 of whom also participated in the 2011-2012 community college pilot project of the approach. The analysis consisted of coding and theme development in relation to the experiential learning process and the instructors' andragogy practices. This study identified 4 themes for use in understanding the instructors' experiences teaching with a Smartpen: instructor preparation, technology use and savvy, student needs, and instructor flexibility/adaptability. The study findings are of interest to community college basic math skills instructors, who can use these findings to inform their teaching preparation and teaching approaches, improving pedagogy and helping their students successfully complete their math courses.
APA, Harvard, Vancouver, ISO, and other styles
9

Shepherd, Kathleen Kay. "The Influence of the College Environment on Community College Remedial Mathematics Instructors' Use of Best Practices in Remedial Mathematics." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1451683545.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Knudson, Kandace Margretta. "Community college freshman composition instructors' choices of readings : the importance of context /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2005. http://uclibs.org/PID/11984.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Community college instructors"

1

Farnsworth, Kent Allen. A fieldbook for community college online instructors. Washington, D.C: Community College Press, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

California. Bureau of State Audits. California Community Colleges: Poor oversight by the Chancellor's Office allows districts to incorrectly report their level of spending on instructor salaries. Sacramento, Calif: The Auditor, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Fairlie, Robert W. A community college instructor like me: Race and ethnicity interactions in the classroom. Cambridge, MA: National Bureau of Economic Research, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bevis, Teresa Brawner, and Kent Allen Farnsworth. A FieldBook for Community College Online Instructors. Community College Pr/Amer Assoc, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Effective teaching: A guide for community college instructors. Washington: American Association of Community College, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Effective Teaching: A Guide for Community College Instructors/ Spiral Edition. Amer Assn of Community College, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Guide for instructors and staff: Workplace Training Project at Lane Community College, Eugene, Oregon. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jantzi, Julia A. The influence of selected demographic variables as predictors of andragogical tendency in the computer instructors in the community colleges of Oregon. 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lee, Aceman, and Vancouver Community College. King Edward Campus. ESL Vocational Dept., eds. ELSA level 3 curriculum guide, referenced to Canadian Language Benchmarks, levels 3-6 /cdeveloped by instructors in the ESL Vocational Department, King Edward Campus, Vancouver Community College ; [curriculum writing team: Lee Aceman ... [et al.]]. Vancouver: Vancouver Community College, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wulle, Kathy Ann. Selected instructor characteristics related to instruction in community college interdisciplinary humanities courses. 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Community college instructors"

1

Aravossitas, Themistoklis, and Marianthi Oikonomakou. "Professional Development of Heritage Language Instructors: Profiles, Needs, and Course Evaluation." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–22. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38893-9_2-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Taylor, D. Bruce, Richard Hartshorne, Sam Eneman, Patti Wilkins, and Drew Polly. "Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community." In Developing Technology-Rich Teacher Education Programs, 535–50. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch034.

Full text
Abstract:
In this chapter, “lessons learned” and best practices that have resulted from the implementation of technology-focused professional learning community in a College of Education, as well as recommendations for future implementations are addressed. The Technology & Teaching Professional Learning Community, which was created by faculty in the College of Education at UNC Charlotte, provided professional development to faculty engaged in teaching hybrid and online courses. This was one of several professional development efforts at UNC Charlotte, but one, the authors suggest, that created a safe and effective space for scaffolding instructors less familiar with online learning technologies and tools.
APA, Harvard, Vancouver, ISO, and other styles
3

Geary, Thomas M. "Chapter 2. My Online Instruction Mulligan: How PARS Transformed My Technical Writing Community College Course." In PARS in Practice: More Resources and Strategies for Online Writing Instructors, 31–45. The WAC Clearinghouse; University Press of Colorado, 2021. http://dx.doi.org/10.37514/pra-b.2021.1145.2.02.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Geary, Thomas M. "Chapter 2. My Online Instruction Mulligan: How PARS Transformed My Technical Writing Community College Course." In PARS in Practice: More Resources and Strategies for Online Writing Instructors, 31–45. The WAC Clearinghouse; University Press of Colorado, 2021. http://dx.doi.org/10.37514/pra-b.2021.1145.2.02.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"Possibilities and Constraints of Minority Students in the United States." In Digital Games for Minority Student Engagement, 31–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3398-6.ch003.

Full text
Abstract:
The access to technology has been a problem for most minority students—what some call “the second digital divide” or differences in the use of technology. Access to adequate equipment and reliable high-speed connections remain a concern, but gaming can be a great tool to bridge this divide. The way that technology is employed in learning for minorities is an even bigger and more important issue. In the United States, among black men aged 25 years and older, 45% have attempted college but only 16% have earned college degrees. Technology can be a great contributor in meeting the possibilities of increasing graduation numbers. Gaming and education technology can be used to enhance minority skills in preparation for college and university. Considerable success has occurred when games are specifically designed to address a specific problem or to teach a certain skill. The development of instructors for minority students can be extremely positive in meeting the social economic divide. Tailoring technology and software based on different learning styles and cultural experiences could better guide the instructor. Community college can be within reach of minority students, providing them with the opportunity to succeed in education sciences and technology. The instructor in this new technology can be created by public policy, legislation, and research.
APA, Harvard, Vancouver, ISO, and other styles
6

Fife, Eric M., C. Leigh Nelson, and Theresa B. Clarke. "The Impact of Instructor Twitter Use on Course Performance Indicators." In Innovative Applications of Online Pedagogy and Course Design, 222–36. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5466-0.ch011.

Full text
Abstract:
An exploratory quasi-experiment of college-level students was used to examine the difference in a variety of course indicators among instructors when they did not use Twitter as a supplement to their courses, when they moderately used Twitter, and when they used Twitter a great deal in their courses. When instructors used Twitter in their classes, perceived learning via technological mediums, perceived classroom community with regard to technological media, perceived pedagogical affect, perceived course effectiveness, perceived learning performance, and perceived perception of learning from Twitter were all greater than when they did not use Twitter in their courses. Overall results of this study recommend further research and a continued focus on the usage of Twitter in the higher education classroom.
APA, Harvard, Vancouver, ISO, and other styles
7

Yarnall, Louise, and Judith Fusco. "A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction." In Teacher Education, 253–85. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch014.

Full text
Abstract:
Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.
APA, Harvard, Vancouver, ISO, and other styles
8

Yarnall, Louise, and Judith Fusco. "A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction." In Handbook of Research on Teacher Education in the Digital Age, 604–34. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8403-4.ch023.

Full text
Abstract:
Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.
APA, Harvard, Vancouver, ISO, and other styles
9

Dos Santos, Luis Miguel. "Distance Learning Programmes as Alternative Learning." In Advances in Educational Marketing, Administration, and Leadership, 49–69. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8279-4.ch004.

Full text
Abstract:
This study aims to understand the satisfaction and experience of programme-seeking students in a community college in the United States. In order to improve the satisfaction, experience, and teaching and learning procedures of distance learning courses and programmes, it is important to understand the students' feedback and ideas. Based on the case study methodology, the researcher collected data from 1,857 inductive surveys and 11 focus group activities. This research allowed the researcher to gain knowledge and understanding about students' satisfaction, experience, and potential enrolment in degree programmes during and after the COVID-19 pandemic. More importantly, the results provide recommendations to school leaders, instructors, government leaders, and policymakers about current and future college and university development regarding changes in teaching and learning behaviours.
APA, Harvard, Vancouver, ISO, and other styles
10

Quinn, Pamela K., Diane Mason, and Kaye Shelton. "Ready-to-Teach Online Courses." In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs, 232–52. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0877-9.ch012.

Full text
Abstract:
The purpose of this phenomenological study was to investigate the roles and attitudes of experienced full-time and part-time community college faculty members teaching online courses, pre-produced by a subject matter expert, an advisory committee, and a development team. Interviews conducted with five full-time and five part-time professors were analyzed for textual and structural descriptions to understand the essence of faculty attitudes and roles toward using a ready-to-teach master course with online students. Data revealed that faculty members associated personal teaching experience with the quality of the course and that instructors were not resistant to teaching with master courses, provided the courses afforded flexibility for modifications. In addition, faculty research participants were highly satisfied in present roles because the ready-to-teach courses worked well for instructors and students while meeting the faculty members' personal and professional needs.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Community college instructors"

1

Hughes, Richard O. "UTILIZING SUPPLEMENTAL INSTRUCTORS (SIS) IN A GEOSCIENCE PROGRAM AT THE COMMUNITY COLLEGE LEVEL." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-296000.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dinda, Shantanab, Timothy W. Simpson, and Leanne Gluck. "Education Readiness Levels (ERLs): A Scale for Assessing Educational Coursework and Training Modules." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-68086.

Full text
Abstract:
There is renewed interest in workforce development and manufacturing education/training thanks to the establishment of the Manufacturing USA Institutes, originally called the National Network for Manufacturing Innovation (NNMIs). As part of their efforts to bridge the gap between basic research and technology commercialization, these institutes are nurturing curriculum development and outreach activities related to their technological foci. As community colleges and universities scramble to respond to the increased demand for a highly-educated workforce with specific advanced manufacturing skills, the institutes are struggling to assess the educational artefacts that are being developed as part of their research funding to educate and (re)train the workforce. In this paper, we introduce Education Readiness Levels (ERLs) to evaluate the “readiness” of educational artefacts — courses, programs, modules, lesson plans, and hands-on activities — based on seven critical elements: class size, cost, instructors, depth of content, facilities, target audience and course material. We define 10 readiness levels for each element (0–9), and codify each level by extending the corresponding scale on the Technology Readiness Level (TRL) or Manufacturing Readiness Level (MRL). Using our ERLs, courses can be evaluated based on the scores for each element, identifying areas performing well and those that need improvement. The ERLs are represented graphically, allowing for easy comparison between courses and established targets. One can also measure progress using the ERLs, especially for courses and training modules of upcoming areas of manufacturing. To demonstrate the scale, we apply the ERLs to several funded projects from America Makes, the first Manufacturing USA Institute, whose focus is on 3D printing and additive manufacturing.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Community college instructors"

1

Bunk, Aylin. An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5365.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fairlie, Robert, Florian Hoffmann, and Philip Oreopoulos. A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom. Cambridge, MA: National Bureau of Economic Research, September 2011. http://dx.doi.org/10.3386/w17381.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

Full text
Abstract:
Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Community college instructors' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography