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• W133035976 abstract "The research investigates responsibilities of community college faculty and rewards they may expect to receive for their efforts. Researchers surveyed community colleges in one Southern state. Survey results present disparities, and authors make suggestions for bridging gap between expectations and rewards. Background Recent national attention examines faculty rewards and incentives in higher education; however, little of attention has focused on community college. The notion exists that faculty members deserve reward based on activities they regularly engage in, particularly kinds of activities that institutions value and wish to encourage. However, traditional reward structures such as grants and travel funds often favor research and scholarly activities, a circumstance with profound implications for community college, which is often described as college. In Scholarship Reconsidered: Priorities of Professorate (1990), Boyer encourages educators to broaden notion of from discovery to include integration, application, and teaching, thus fostering as a serious scholarly activity. The phrase scholarship of teaching has received frequent use since publication of Boyer's work. It offers a new way of thinking about work that faculty does, and it suggests that, like traditional research-based activities, should be rewarded as a scholarly activity. Boyer makes observation, however, that today, on campuses across nation, there is a recognition that faculty reward system does not match full range of academic functions and that professors are often caught between competing obligations (p. 1). Boyer's work marks beginning of an ongoing scholarly discussion about faculty roles and rewards. The question arises whether disjunction between rewards and functions also exists in community colleges. The focus of following research was to determine what community college faculty responsibilities entail and what current reward structures look like in Alabama Community College System. As context for study, a consideration of faculty workloads and faculty rewards at a national level becomes important. Review of literature Faculty workloads Cohen and Brawer (1989) address issue of faculty workloads in community college. For community college faculty, they conclude that the number of taught (13-15) seems high when placed against university faculty's 5-9 hours (p. 74). However, authors find that both do spend same amount of time on job (p. 74). Although community college instructors may spend as much time working as their peers, nature of work they perform is different; they spend little time conducting research and more time students. Cohen and Brawer suggest that many community college instructors would willingly spend more time in scholarly pursuits, as university professors do, if they had fewer classes to meet (p. 75). The expectation that community college faculty focuses primarily on is evident in workload. Rifkin (1999) concurs with Cohen and Brawer that consumes at least 15 per week of instructors' time, compared to fewer for instructors from traditional four-year institutions and research universities. These faculty members also accumulate more of student contact through activities such as advising and tutoring than do their counterparts (Rifkin, 1999; A changing, 1998). Not only do they spend more time students, but students they teach are often unprepared academically for demands of college (Rifkin, 1999). Therefore, community college faculty members must spend more time outside of their disciplines learning how to teach basic skills (Bundy, 2000). Huber's extensive investigation into community college education has led to significant findings and recommendations. …" @default.
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• W133035976 date "2002-04-01" @default.
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• W133035976 title "Community College Faculty Rewards: Expectations and Incentives." @default.
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