Applying What We Know about Student Success to Creating a Model for Faculty Success
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| Title: | Applying What We Know about Student Success to Creating a Model for Faculty Success |
|---|---|
| Language: | English |
| Authors: | Audrey J. Jaeger, Laura G. Maldonado (ORCID |
| Source: | Community College Review. 2024 52(4):501-524. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community Colleges, Teacher Attitudes, Department Heads, General Education, Faculty, Technical Education, Career Development, Teacher Role, Success, Faculty Development, Teacher Morale, Professional Recognition |
| DOI: | 10.1177/00915521241259022 |
| ISSN: | 0091-5521 1940-2325 |
| Abstract: | Purpose: This conceptual piece applies what we know about student success to introduce a faculty model of success called the Faculty Pathway to Excellence. The model elevates faculty voices in the conversation of student success in community colleges. Method: We collected qualitative data from interviews with faculty at two community colleges and focus groups with faculty from six community colleges to help inform a faculty-focused framework. Proposed model: By changing the conversation to a more comprehensive perspective of faculty success, the model emphasizes the connections, establishment, navigation and leadership, and teaching and learning excellence of faculty members throughout their career trajectories. We define faculty success as faculty retention, faculty satisfaction/sense of belonging, faculty productivity, and ultimately student success (e.g., learning, retention, completion, transfer). Contributions: The development of this Faculty Pathway to Excellence suggests a wider variety of strategies by administration to attract, support, and retain faculty. It also has the potential to help faculty members envision and prepare for the multiple and non-linear pathways in academia. Understanding faculty and their career progression is critical to advance student success conversations. Finding ways to enhance faculty growth and development across all career stages helps students and faculty succeed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1438512 |
| Database: | ERIC |
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| Abstract: | Purpose: This conceptual piece applies what we know about student success to introduce a faculty model of success called the Faculty Pathway to Excellence. The model elevates faculty voices in the conversation of student success in community colleges. Method: We collected qualitative data from interviews with faculty at two community colleges and focus groups with faculty from six community colleges to help inform a faculty-focused framework. Proposed model: By changing the conversation to a more comprehensive perspective of faculty success, the model emphasizes the connections, establishment, navigation and leadership, and teaching and learning excellence of faculty members throughout their career trajectories. We define faculty success as faculty retention, faculty satisfaction/sense of belonging, faculty productivity, and ultimately student success (e.g., learning, retention, completion, transfer). Contributions: The development of this Faculty Pathway to Excellence suggests a wider variety of strategies by administration to attract, support, and retain faculty. It also has the potential to help faculty members envision and prepare for the multiple and non-linear pathways in academia. Understanding faculty and their career progression is critical to advance student success conversations. Finding ways to enhance faculty growth and development across all career stages helps students and faculty succeed. |
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| ISSN: | 0091-5521 1940-2325 |
| DOI: | 10.1177/00915521241259022 |
