Approximately a quarter of community college students are entering college-level courses underprepared for the literacy and critical thinking skills required to be successful in discipline courses (National Center for Educational Statistics, 2013). Discipline faculty are considered experts in their content area and are often not trained in…

Contemporary concerns for college programs focus on the ability of the program to prepare students to become employable upon graduation. For a community college psychology program, that focus is somewhat muted by the fact that many of the community college graduates will transfer to four-year state universities. For this reason, it is imperative…

This author's reading selection for his class provoked an unexpected response: when one of the main characters in the reading "came out of the closet," the students divided themselves into those who were willing to discuss the issues, and those who weren't.

In 1983, when the author began graduate school at the University of Virginia in Charlottesville as the only black student in the Graduate English School, it offered no graduate-level African-American Literature course. Today an undergraduate student at the University of Virginia can major in African-American and African Studies and take courses…

Asserts that there are numerous advantages to using graphing calculators, including the teaching of higher-level thinking skills and allowing students to draw conclusions about what they are learning. However, mathematics educators face such challenges as teaching students when it is appropriate to use graphing calculators, course-content…

Explores which faculty in the Virginia Community College System faculty are using technology for instruction, and how and why this technology is being used, and discusses the faculty work issues that are related to the use of technology, including teaching, training, time, technical support, and terms (and conditions of employment). (VWC)

Examines key factors influencing how faculty have integrated technology into classrooms at the Loudoun campus of Northern Virginia Community College. Reveals potential barriers impeding this effort. Finds significant differences between the perceptions of full- and part-time faculty in terms of developing a comfort level with technology and having…

Describes a study that analyzed how community college faculty members' role perceptions affected their teaching styles and effectiveness, specifically those of women and minority faculty members. Concludes that no significant gender differences were obtained, and the only significant ethnic difference was obtained in role conflict. Cautions,…

Seeks faculty's understanding of and support for the Work Keys System, which is designed to determine the level of skill required for an occupation, assess the level of a skill of a prospective employee, and compare the skills requirements against the skills possessed. Describes how Work Keys supports various educational philosophies and Knowles'…

States that part-time faculty--whose numbers have doubled in the last generation--are paid an average of only $1500 per three-unit class, are rarely included in the community college culture, receive no benefits, and frequently lack legal protective measures. Offers suggestions as to how these legal issues can be addressed and resolved. (NB)

Describes the experiences of a teacher during her year as Virginia Community College System's faculty-in-residence in instructional technology. States that the year rewarded professional-development opportunities as well as opportunities to participate in system activities, and was appealing because it offered the opportunity to do concentrated…

In this article, the author uses a comparison of various measures of success for developmental students at Patrick Henry Community College with the faculty's perceptions of these measures to break down misconceptions and stereotypes about developmental education and provide ever-needed credibility and acceptance for developmental programs.…

Discusses a survey of students and faculty who participated in distance learning classes in the Virginia Community College System. Reports that students most liked the convenience and least liked the lack of interaction; 96% said they would take another online course. (NB)

Describes a teachers' professional development seminar presented by Virginia Community College System (VCCS). Reports findings of a survey of 53 faculty participants of the seminar, along with recommendations on improving the seminar's format and content. Includes survey instrument. (NB)

Reports the result of a study on faculty perceptions of reasons for student attrition. Describes the implementation of recommended strategies for reducing attrition at a community college, including seeking to know the students, tackling non-academic factors (such as scheduling), addressing academic and affective barriers, identifying student…