This chapter presents the experiences of adjunct faculty in the "SAGE 2YC: Faculty as Change Agents" project through the stories of five participants who share the influence of the project on them and their work. We describe the professional development that occurred in the project, which included learning with colleagues from across the…

This chapter presents the leadership journeys of five faculty who participated in the SAGE 2YC: Faculty as Change Agents project. These faculty stories illustrate the influence of the project on their leadership and work as mid-level administrative or grassroots leaders. Key to the project was the explicit inclusion of leadership development in…

Designing effective faculty-led professional development (PD) workshops is easier than it sounds and is a highly rewarding way for faculty to become change agents on their own campuses. This chapter presents the authors' experiences leading PD workshops and provides a roadmap to make the workshop development process straightforward and fun for…

Although community colleges are increasingly diverse, student outcomes across demographics are not necessarily equitable, nor does the representation of student demographics in a given class always reflect the diversity of the greater institutional student population. To achieve colleges' stated diversity and equity goals, we must broaden…

This chapter presents research and evaluation results on the SAGE 2YC project's intentional focus on a cycle of change rooted in modeling evidence-based pedagogies and facilitating change in teaching and leadership among faculty peers on multiple levels. Based on five years of qualitative and quantitative data involving 40 community colleges and…

This chapter describes research on a four-year National Science Foundation grant project that supported instructional, organizational, and professional change made by geoscience faculty change agents. The faculty change agents participated in sustained professional development, led regional workshops, and engaged in college-, program-, and…

This chapter describes a partnership between teacher education students at SUNY Broome and students at a local elementary school that led to all participants gaining a stronger sense of themselves as civic change agents in their communities.

How did Washington create a clear organizational structure that assigns responsibility for each aspect of transfer policy to the group that is best suited to manage it (Kisker, Wagoner, and Cohen, 2011)? In this chapter, the authors will introduce the agencies, organizations, and entities that have played a key role in gathering information,…

A framework for understanding the human side of leadership, especially wounding and leadership struggles, is described with an emphasis on stories of community college presidents. Practical advice and recommendations are offered to better equip aspiring and practicing community college presidents for leadership challenges. A key message is that…

Reviews the many possible roles of external consultants and suggests a ten-step approach for using external consultants effectively to improve instruction. (JDS)

Describes the roles and attributes necessary for an internal change agent to effectively promote instructional innovation. (JDS)

Reviews what universities are doing to help community colleges improve their instruction, including research, faculty preparation, graduate study for instructional leadership, workshops, outreach programs and services, and dissemination of information. (JDS)

Describes how the Center for Excellence in Teaching and Learning at Parkland College, Illinois, has become a catalyst for major institutional change through the use of faculty-owned and -driven professional development programs, faculty leadership teams, and a supportive administration. Emphasizes the role of faculty as agents of change. Contains…

Discusses a planning, management, and evaluation system, an objective-based planning process, research databases, analytical reports, and transactional data as state-of-the-art tools available to generate data which link research directly to planning for institutional renewal. (RC)

Describes the rationale and operations of the Professional Growth and Instructional Development Committee at Harrisburg Area Community College (Pennsylvania), and discusses the advantages of utilizing a committee of faculty members to provide leadership in instructional change. (JDS)