This dissertation investigates the impact of a pedagogical class and a Community of Practice (CoP) on the implementation of reading strategies by faculty at a community college. It explores the types of reading strategies instructors plan to use, their integration into classroom practices, the factors enabling or impeding this implementation, and…

This aim of this study was to explore the instructional development experiences of adjunct faculty at one community college in the southeast United States. Researchers have discovered that, generally, adjunct faculty are not provided instructional development resources or opportunities. Therefore, how do they develop their instructional knowledge…

This study examined how tenured community college faculty learn, select, and refine teaching methods. Semi-structured interviews were conducted with six tenured faculty at Hudson Valley Community College in New York. Transcripts were analyzed using interpretive phenomenological analysis to identify themes. Three major themes were identified:…

As a best practice, community-engaged courses should benefit students, community, and faculty through centering the needs and goals of each entity. Ensuring reciprocity and centering sustainable authentic relationships requires great care, intention, time, and a clear strategy to execute. We describe how our intercollegiate and co-instructed…

Institutes of higher education have adopted equity-minded frameworks as potential solutions to dismantle the permanence of racism within them. Yet, little empirical evidence documents the outcomes of these frameworks, which often include professional learning experiences for faculty and staff. Drawing on critical race discourse analyses of…

Community colleges are often considered an affordable entry point into postsecondary education for many students with a goal of earning a degree. As open access institutions, they accept any student who applies, including those considered to be below college level and in need of some level of remediation in the subjects of reading, writing and…

While it is common for learning community programs to provide professional development to support their faculty, such support may not be sustained. This article reports on a professional development framework instituted at Kingsborough Community College, CUNY, that includes activities for faculty teams before, during, and after the semester. This…

Teacher research has been included in university and graduate teacher education programs for the past 2 decades. Recently, associate degree programs have also begun to engage their students in teacher research. What happens when community college early childhood students conduct teacher research as a course assignment? This study involved 8 former…

Researchers have confirmed that male students at all academic levels often struggle while engaging in self-reflection, reading, and writing activities for reasons such as incompatible pedagogical strategy, poor choice of reading materials, and lack of belief in success for students. In conjunction with the growing popularity of online learning, an…

This article presents the author's critique of Jennifer A. Rich's essay titled "How Do We See What We See? Pedagogical Lacunae and Their Pitfalls in the Classroom." Rather than adopting the classic "how I solved a problem" narrative, Rich relentlessly focuses on her questions and problems--their contexts, their complexity, other questions to which…

This volume has offered both the theory and practice for a model of contemplative teaching and learning in community colleges--a way of teaching, of learning, of thinking that has often been missing in higher education. Contemplative teaching and learning, with its focus on community, reflection, and mindfulness--in short, on what it means to be…

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

Contemplative teaching can offer both teachers and students a middle way between two reigning fundamentalisms: the secularist one of nonadvocacy, relativism, and equivocation and the forced univocity of fundamentalism. Its antidote is the depth, relatedness, and even transcendence of a contemplative teaching style. This chapter explores the…

The purpose of this qualitative study was to examine the course design decisions and pedagogical practices of American literature teachers at three rural community colleges of varying size in North Alabama. Fink's (2003) Integrated Course Design (ICD) model provided a framework for this study, and the researcher attempted to determine if and to…

This article opens with statements excerpted from reports written by the MLA Committee on Community Colleges. These statements present an accurate description of the work of community college faculty: teaching (face-to-face and online), and a commitment to student learning form the basis of the community college mission. Faculty are recognized…