Bridging the Gap: Department Chairs as Change Agents for Compressed Academic Terms
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| Title: | Bridging the Gap: Department Chairs as Change Agents for Compressed Academic Terms |
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| Language: | English |
| Authors: | Amanda Melniczek, North Carolina State University (NCSU), Belk Center for Community College Leadership and Research |
| Source: | Belk Center for Community College Leadership and Research. 2026. |
| Availability: | Belk Center for Community College Leadership and Research. 706 Hillsborough Street, Raleigh, NC 27603. e-mail: belk_center@ncsu.edu; Web site: https://belk-center.ced.ncsu.edu/ |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges Adult Education |
| Descriptors: | Department Heads, Change Agents, Community Colleges, Flexible Scheduling, Professional Continuing Education, Curriculum Design, Faculty Development, Organizational Communication, Communication Strategies, Decision Making |
| Abstract: | Community colleges nationwide are investing in evidence-based practices to support student success and degree completion. Compressed academic terms are a large-scale instructional innovation that provides course scheduling flexibility and more frequent enrollment opportunities for today's community college student population. Findings from this comparative case study of two community colleges that successfully implemented compressed academic terms study highlight that early, transparent communication from senior leadership--paired with structured opportunities for chairs to process the change--significantly shapes chair perceptions and faculty buy-in. Department chairs emphasized the need for ongoing, role-specific professional development to support course redesign and change management. This brief summarizes a qualitative study comparing the perceptions of department chairs about the compressed academic term and the implications of professional development to support faculty in implementing this change. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED679035 |
| Database: | ERIC |
| Abstract: | Community colleges nationwide are investing in evidence-based practices to support student success and degree completion. Compressed academic terms are a large-scale instructional innovation that provides course scheduling flexibility and more frequent enrollment opportunities for today's community college student population. Findings from this comparative case study of two community colleges that successfully implemented compressed academic terms study highlight that early, transparent communication from senior leadership--paired with structured opportunities for chairs to process the change--significantly shapes chair perceptions and faculty buy-in. Department chairs emphasized the need for ongoing, role-specific professional development to support course redesign and change management. This brief summarizes a qualitative study comparing the perceptions of department chairs about the compressed academic term and the implications of professional development to support faculty in implementing this change. |
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