The Faculty Factor: Key Behaviors Impacting Community College Student Learning.
Saved in:
| Title: | The Faculty Factor: Key Behaviors Impacting Community College Student Learning. |
|---|---|
| Authors: | Lundberg, Carol A.1 (AUTHOR) clundberg@fullerton.edu, Kim, Young K.2 (AUTHOR), Bohlig, E. Michael3 (AUTHOR) |
| Source: | Community College Review. Jul2026, Vol. 54 Issue 3, p219-247. 29p. |
| Subject Terms: | *Effective teaching, *Educational support, *University faculty, *Student development, *Community colleges, *Adjunct faculty, *Academic achievement, *Career development |
| Abstract: | Research Questions: Using a sample of 56,807 community college students and 10,343 faculty from 105 community colleges, this study asked which faculty behaviors were associated with student learning, and if there were differences in those behaviors based on faculty type. Methods: Our two-stage analysis used data from the Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE). We used hierarchical linear modeling (HLM) to identify faculty practices that predict student learning, with a random-effects ANOVA model and a means-as-outcomes model. After identifying the faculty practices that most strongly predicted learning, we identified differences in frequency of their use based on faculty type. Results: Three of the four strongest indicators of student learning were an emphasis on (a) support to help students succeed, (b) contact among students from different backgrounds, and (c) amount of study time. Talking about career plans with an instructor or advisor predicted career learning, academic learning, and personal development. Full-time faculty, faculty teaching career and technical education, developmental faculty, and faculty who had taught a course more than 20 times used these effective practices more than other faculty. Conclusions: Introducing students to institutional support for their success was the strongest predictor in the model, but part-time faculty, faculty teaching only college-level courses, and faculty with less experience in a course engaged in this behavior less often than their peers. Part-time faculty may need more information about support available to students, and college-level faculty could benefit by emphasizing support services. [ABSTRACT FROM AUTHOR] |
| Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 194258050 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Faculty Factor: Key Behaviors Impacting Community College Student Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lundberg%2C+Carol+A%2E%22">Lundberg, Carol A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> clundberg@fullerton.edu</i><br /><searchLink fieldCode="AR" term="%22Kim%2C+Young+K%2E%22">Kim, Young K.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bohlig%2C+E%2E+Michael%22">Bohlig, E. Michael</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Community+College+Review%22">Community College Review</searchLink>. Jul2026, Vol. 54 Issue 3, p219-247. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22University+faculty%22">University faculty</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+colleges%22">Community colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Adjunct+faculty%22">Adjunct faculty</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research Questions: Using a sample of 56,807 community college students and 10,343 faculty from 105 community colleges, this study asked which faculty behaviors were associated with student learning, and if there were differences in those behaviors based on faculty type. Methods: Our two-stage analysis used data from the Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE). We used hierarchical linear modeling (HLM) to identify faculty practices that predict student learning, with a random-effects ANOVA model and a means-as-outcomes model. After identifying the faculty practices that most strongly predicted learning, we identified differences in frequency of their use based on faculty type. Results: Three of the four strongest indicators of student learning were an emphasis on (a) support to help students succeed, (b) contact among students from different backgrounds, and (c) amount of study time. Talking about career plans with an instructor or advisor predicted career learning, academic learning, and personal development. Full-time faculty, faculty teaching career and technical education, developmental faculty, and faculty who had taught a course more than 20 times used these effective practices more than other faculty. Conclusions: Introducing students to institutional support for their success was the strongest predictor in the model, but part-time faculty, faculty teaching only college-level courses, and faculty with less experience in a course engaged in this behavior less often than their peers. Part-time faculty may need more information about support available to students, and college-level faculty could benefit by emphasizing support services. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194258050 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/00915521261428086 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 219 Subjects: – SubjectFull: Effective teaching Type: general – SubjectFull: Educational support Type: general – SubjectFull: University faculty Type: general – SubjectFull: Student development Type: general – SubjectFull: Community colleges Type: general – SubjectFull: Adjunct faculty Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Career development Type: general Titles: – TitleFull: The Faculty Factor: Key Behaviors Impacting Community College Student Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lundberg, Carol A. – PersonEntity: Name: NameFull: Kim, Young K. – PersonEntity: Name: NameFull: Bohlig, E. Michael IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00915521 Numbering: – Type: volume Value: 54 – Type: issue Value: 3 Titles: – TitleFull: Community College Review Type: main |
| ResultId | 1 |
