Pathways to Promotion: Redesigning a Community College Faculty Promotion Process

Autor/inn/en	Shattuck, Julie; Hawkins, Tony; Coldren, Gregory; Trigger, Kelly; Angleberger, Barbara; Dankanich, Nancy; Clayton, Aaron
Titel	Pathways to Promotion: Redesigning a Community College Faculty Promotion Process
Quelle	In: Community College Journal of Research and Practice, 42 (2018) 1, S.4-19 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shattuck, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2016.1244498
Schlagwörter	Community Colleges; College Faculty; Faculty Promotion; Institutional Mission; Academic Rank (Professional); Teacher Surveys; Teacher Attitudes; Teacher Evaluation; Best Practices; Educational Administration; Advisory Committees; Maryland + Suchen Sie Ihr Suchwort? Community college; Community College; Fakultät; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Beratungsstelle
Abstract	This article reports on a design-based research project that is situated in a medium-size community college in Maryland. The project focused on exploring why the majority of full-time faculty was ranked as Assistant Professor or below, which did not reflect ranking at similar institutions. Under the leadership of the Provost, a task force analyzed the problem before designing a solution. The analysis phase of the project involved data collection and analysis through a faculty survey, a literature review, and a scan of other community colleges' promotion practices. The design phase used the findings from the analysis stage to redesign the promotion system and construct evaluation and promotion tools. The article gives insight into how the interests of diverse stakeholders can be taken into account when creating accessible, alternative pathways to promotion for faculty while also supporting the institution's mission and goals. For other community colleges looking at faculty promotion and evaluation, the results of this project highlight the importance of surveying faculty's experiences with the existing system; learning from best practices at other institutions; including the participation of the faculty and administrators in the redesign process; and allowing for ample time to thoroughly explore the situation from many angles before coming to consensus. Although limited to a particular context, this study may be of interest to both community college faculty and leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01