This chapter describes a model of assessment based on Action Research that promotes and relies on faculty engagement to improve student learning.

This chapter describes the findings from a national survey of community college faculty. With the lens of Boyer's Domains of Scholarship applied to these findings, a more fine-grained and accurate assessment of the engagement of community college faculty members in scholarship emerges.

Discussion of leadership functions and practices in the realm of instructional technology in community colleges cannot be limited to the administrative side. Faculty members and faculties as collective bodies have influenced or attempted to influence the use of instructional technology and can claim professionally to have the right to participate…

Discusses the governance problems to be faced in the next decade due to the necessity for fiscal austerity and the demands of faculty and students for more executive power. (MJK)

Describes the process of developing a marketing plan at Grand Rapids Junior College which involved the establishment of an all-college task force. Examines the committee structure utilized and the charge of each of nine subcommittees. Discusses problems encountered and provides a checklist for involving the whole college in marketing. (DD)

Addresses issues related to the nonunion professional activities of community college faculty, including their relatively low level of participation in professional organizations; the efforts of professional associations to address the problems of community college faculty; the consequences of inadequate professional status; and roles of…

Collective bargaining will soon be legal in Iowa. Negotiations will succeed only if they meet the psychological needs of all involved parties and only if administrative, faculty, and student leaders can be prepared to understand both institutional and individual needs and to operate in a manner which maximizes the gains to both. (DC)

An analysis of instructional leadership in the community college which takes into account several issues in the uses of authority: external and internal influences, the role of the faculty leader, barriers to participatory governance. Recommendations are made toward the survival of instructional leadership. (BB)

Addresses the issue of current and emerging models of faculty and student participation in community college governance. Describes the functional, coordinated systems, and rewards/incentive models of participation. Argues for decision-making processes that fully use the resource potential of faculty and students. (DMM)

Examines existing structures in faculty-management relationships and presents a college-wide model for shared governance. Considers the roles of consultants and steering and area committees. Concludes that shared governance must be based on a commitment to trusting and cooperative relations between administrators and faculty. (DMM)

Outcomes. Alternative assessment. Multiple measures. Analysis. Data. How does an institution move from academic discourse to authentic assessment of student learning? The answer is to engage the faculty and students in the process. (Contains 1 figure.)

This essay summarizes recent literature pertaining to community college governance. The roles of trustees, faculty, and students, prevalent forms of administrative organization, the systems approach to management and decision-making, the governance of multicampus districts, the influence of the state, the impact of collective bargaining, and legal…

In spring 1972, Florida Junior College at Jacksonville replaced its broad, centralized vice-presidential organization with a more campus-oriented style of leadership. This article describes the new organizations for faculty, students, deans, and career employees at each campus, and details the methods of communication and interaction at campus and…

Task forces composed of students, faculty, administrators, and classified staff at Harford Community College (Maryland) undertook a year-long examination of the existing participatory governance structure in 1973-74. The governance system, the self-examination process, and the recommendations made are described. (DC)

The assumptions of management by objectives (MBO) are self-fulfilling; defining and treating the college as a system imposes systemic properties, which require managing. Since most research evaluations of MBO utilize neither longitudinal studies nor appropriate experimental controls, they are of questionable validity. MBO can be dehumanizing, and…