Effective community college teachers : portraits of faculty-student interaction.

University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1991 Effective community college teachers : portraits of faculty-student interaction Glenn DuBois University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation DuBois, Glenn, "Effective community college teachers : portraits of faculty-student interaction." (1991) Doctoral Dissertations 1896 - February 2014 4745 https://scholarworks.umass.edu/dissertations_1/4745 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst For more information, please contact scholarworks@library.umass.edu EFFECTIVE COMMUNITY COLLEGE TEACHERS PORTRAITS OF FACULTY-STUDENT INTERACTION A Dissertation Presented by GLENN DUBOIS Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 1991 School of Education Copyrighted by Glenn DuBois 1991 All Rights Reserved EFFECTIVE COMMUNITY COLLEGE TEACHERS: PORTRAITS OF FACULTY-STUDENT INTERACTION A Dissertation Presented by GLENN DUBOIS Approved as to style and content by: m Kevin Gfrennan, Member vin qr( Melton Miller, Member f iy\arylin Ha ringtH idore Dean School o£ ,Educb/ ion ACKNOWLEDGEMENTS I wish to express my gratitude and appreciation to Dr Johnstone Campbell, Chair of the Committee, for his assistance with this study and for making my latter years at the University of Massachusetts an invaluable experience My thanks go to the other members of the Committee, Dr Kevin Grennan and Dr Melton Miller, for their guidance A special thanks goes to my mother, Ann Marie Cook and my step-father, Harry Cook, who spent many hours transcribing the interviews and editing the manuscript This study would not have been possible without the cooperation of the faculty members with whom I studied them, I am forever grateful To my wife Leanne, thank you for your patience, understanding and love iv To ABSTRACT EFFECTIVE COMMUNITY COLLEGE TEACHERS PORTRAITS OF FACULTY-STUDENT INTERACTION MAY 1991 GLENN DUBOIS, B.A., FLORIDA ATLANTIC UNIVERSITY M.S., EASTERN KENTUCKY UNIVERSITY Ed.D., UNIVERSITY OF MASSACHUSETTS Directed by: Professor Johnstone Campbell This dissertation examined the interaction between effective community college faculty and students at a selected regional community college in Massachusetts specifically it: More (a) explored the viewpoints, values and behavior of effective community college faculty regarding effective teaching; (b) described what effective community college faculty in and out of the classroom; and (c) explored faculty viewpoints, values and behavior regarding faculty-student interaction in and outside of the classroom The research was qualitative in nature, consisting of systematic observations of five effective community college faculty interacting with students in the classroom supplemented with open ended interviews of faculty The results of the study validate earlier research on effective college teaching and they suggest that there are four "hidden characteristics" that help to explain why some community college professors are particularly effective Each faculty member (a) overcame personal adversity; V (b) was inspired by past teachers; needs has a distinct teacher/messiah; and niore, students need them than their (d) (c) students as much, These characteristics are significant not been previously reported Attention is looking solely at a teacher's command of organizational skills identity as if not in that they have shifted from the subject, and rapport with students Attributes such as charisma, altruism and dedication seem to be significant these faculty, occupation; place, lifs, of For it's teaching is more than an a dedication to leave the world a better an opportunity to make a difference in another's and a chance to enhance one's own life through a kind immortality, that of remembrance VI TABLE OF CONTENTS Page ACKNOWLEDGMENTS ABSTRACT ^ LIST OF TABLES xi Chapter INTRODUCTION Introduction Background of the Study Purpose of the Study Research Questions 5 Definition of Terms Effective Faculty Member Advisee Value Attitude Interaction Portrait 7 7 Basic Assumptions Significance of the Study LITERATURE REVIEW 11 Introduction H Effective Teachers 12 Encourages Student-Faculty Contact Encourages Cooperation Among Students Encourages Active Learning Gives Prompt Feedback Emphasizes Time on Task Communicates High Expectations Respects Diverse Ways of Learning Dimension One Dimension Two Effective Community College Teachers Plans and Organizes Goals Shows Respect and Interest in Students vii 13 13 14 14 14 14 14 15 17 Encourages Student Participation Monitors Student Progress and Responds Accordingly 22 The Importance of Academic Advisement Advisement and Student Retention ! * Faculty Advisors 24 24 26 22 Problems with Academic Advisement 27 Implications !!!! * 28 Changing Conditions of Community Colleges *.!!!! 28 The Growth of the Community College 30 Changing Student Population 31 Rise of Vocational Education 32 Changes in Faculty.!*.!*.!*.*.!*.!! 34 Implications !!!!!!!! 35 RESEARCH METHOD 36 36 Rationale for the Research Design Methodological Issues and the Role of the Researcher Participant Observation Indepth Interviewing Researcher as the Research Tool 36 Introduction Research Design Sample 38 39 40 42 43 43 Determining the Sample Size 43 45 Interviews with Teachers Classroom Observations Field Notebook 46 46 47 Information Collection Procedures Analytic Procedure 48 Organizing and Presenting the Information Making Sense of the Information Interpretation and Synthesis Conclusions and Recommendations 48 48 49 49 Site Report Biographical Information 49 PRESENTATION OF THE FINDINGS Introduction viii 50 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Bloom, B S (1972) Review 80, pp Innocence in education 332-352 Blumer, H Symbolic Interactionigm, Cliffs: Prentice-Hall - School Englewood Bolster, A S (1983) Toward a more effective model of research on teaching Harvard Educational Review 53 (2), pp 294-308 Borg, R and Gall, D (1983) • Educational research: An introduction New Yor]c: Longman Braskamp, L., Brandenburg, D and Ory, P (1984) Evaluating teacher effectiveness: A practical guide Beverly Hills: Sage Publications Breneman, D.W and Nelson, S.C Financing community colleges: An economic perspective Washington, D.C Brookings^Institution In E Seidman, (1985) In the faculty San Francisco: Jossey-Bass Broadkey, L (1987) Writing ethnographic narratives Written Communications 4, pp 25-50 Brophy, J and Evertson, C (1978) Context variables in teaching Educational Psychologist 12, pp 310-316 Carstensen, D J and Silberhorn, C (1979) A national survey of academic advising: Final report Iowa City: The American College Testing Program Centra, J (1980) Determining faculty effectiveness Francisco: Jossey Bass San Chernin, M and Goldsmith, R (1986) Family day: An event to improve student retention Journal of College Student Personnel 27, pp 364-365 Chickering, A and Gamson, Z (1987) Seven principles for good practice in undergraduate education The Wingspread Journal (2), pp 1-4 Chickering, A and McCormick, J (1973) Personality development and the college experience Research in Higher Education (1), pp 43-70 , Chronicle of Higher Education (1990, September 5) p Cohen, A and Brawer, F.(1982) The American community college San Francisco: Jossey-Bass 150 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Cole, C (Ed.) 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