,-,- .............. ASTUDY OEINSERVICEEDUCATION,I77g: A AT SELECTED CALIFORNIA COMMUNITY-3x " COLLEGES IN RELATION TO TheSIS Ter the Degree oI Ph D I MICHIGAN STATE UNIVERSITY DAVID JAMES HYSLOP ' . INSTITUTIONAL NEEDS AND POSTURE ' This is to certify that the thesis entitled A STUDY OF INSERVICE EDUCATION AT SELECTED CALIFORNIA COMMUNITY COLLEGES IN RELATION TO INSTITUTIONAL NEEDS AND POSTURE presented by David James Hys lop has been accepted towards fulfillment of the requirements for Ph.D. dpm?Pin Business and Distributive Education W 10% Major professor Date Februagz 18, 1974 0—7 639 ABSTRACT A STUDY OF INSERVICE EDUCATION AT SELECTED CALIFORNIA COMMUNITY COLLEGES IN RELATION TO INSTITUTIONAL NEEDS AND POSTURE BY David James Hyslop The Problem In order to continue to provide teaching excellence at community colleges today, opportunities for professional development through inservice education need to be available for all faculty. The need also exists to determine the important criteria upon which an effective inservice education program could be founded at each community college. This study was designed to accomplish these objectives: 1. To determine the types of inservice education activities community college instructors participated in within the preceding three years and to analyze the value of participation in these activities. 2. To examine the relationship between the descriptive charac- teristics of community college faculty to their participation in inservice education. 3. To examine the importance of institutional incentives toward encouraging faculty participation in inservice education. 4. To analyze the importance of participation in inservice educa- tion activities as sources of information for changes in teaching behavior. 5. To determine the role and importance of organizational need and posture toward the establishment of inservice education. David James Hyslop 6. To examine the effect of institutional age and size toward the establishment of an inservice education program. Methods and Procedures of the Study The design of the study involved selecting four community colleges according to age and size, and then collecting data through the survey method of investigation, by the use of questionnaires and personal interviews. The four community colleges selected for examination and analysis were Pasadena City College, Golden West College, Glendale College, and Los Angeles Southwest College, all located in southern California. From a total population of 573 full-time faculty members with more than three years teaching experience at their present institution, a total of 426 questionnaire returns were used as the data base. Interviews were con- ducted with faculty from the various departments or divisions at each I school and with administrators involved in inservice education. I I Findings of the Study I I The major findings of this study were: 1. Faculty members participate in a variety of inservice education activities and most faculty view their participation as being of some value in improving their teaching capabilities. 2. The inservice activities of personal reading, action research, consultations with other faculty and student evaluations were reported as being of most value in improving teaching capabilities. 3. Ninety-seven percent of all faculty reported that institutional incentives should be provided for participation in inservice education. David James Hyslop The incentives reported as being most desired were (1) Reimbursement of Expenses; (2) Salary Increases; and (3) Temporary Release Time. The incentives least desired were (1) Sabbatical Leave and (2) Increased Weight in Faculty Evaluations. 4. Informal inservice education activities were reported as the most important sources of changes in teaching behavior. 5. Faculty at Golden West College were the most innovative of all faculty surveyed, and received greater institutional support for partici- pation in inservice education than did faculty from the other community colleges. 6. Of the four community colleges studied, institutional age and size were not important variables in the establishment of an inservice education program. Conclusions The primary conclusion drawn from this study was that organizational support is the most important variable in the design and implementation of an inservice education program. Organizational support for inservice education is most effective when given in the form of (1) organizational policies; (2) specific job authority and responsibility; (3) leadership through the coordination, communication, and sponsorship of inservice activities; and (A) support through providing intrinsic and extrinsic incentives to encourage faculty to participate in inservice education. rA—-._......_‘. . -.y.-... _—-_F .ww A, A STUDY OF INSERVICE EDUCATION AT SELECTED CALIFORNIA COMMUNITY COLLEGES IN RELATION TO INSTITUTIONAL NEEDS AND POSTURE By David James Hyslop A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHIIDSOPHY College of Education 1974 DEDICATION. To my mother and the memory of my father for their love and guidance in providing ideals and high moral values. ii ACKNOWLEDGEMENTS A special note of acknowledgement is given to the following people whose assistance is deeply appreciated: Dr. Robert Poland, Chairman of the Guidance Committee, for his advice, encouragement, and friendship over the years. A special tribute is due Dr. Poland for the endless assistance he has given me and many others throughout his career, and for his personal dedication toward helping students achieve career and personal excellence. Dr. Peter Haines, for his leadership and direction in helping me pursue my professional goals. Drs. William Sweetland and Zane Quible, for their willingness and professional expertise in guiding me during the final stages of the study. To my wife, Tyne, I owe a special debt of gratitude for her much- needed assistance throughout all phases of the study; for her patience and understanding during times of need; and for the warmth and affection to make my goals achievable. iii LIST OF Chapter I II III IV TABLE OF CONTENTS TABLES O O O 0 O O O O O O O 0 THE PROBLEM OF THE STUDY . . . Introduction . . . . . . . . Statement of the Problem Outcomes of the‘Study . Need for the Study . . . Limitations of the Study Definition of Terms . . Organization of the Study . REVIEW OF LITERATURE . . . . . RESEARCH PROCEDURES AND METHOIDIDGY Introduction . . . . . . . . Methodology . . . . . . . . O 0 Population . . . . . . . . . . . . Selection of Community College Description of Community Colleges Selection of faculty Members . . . Questionnaire . . . . . . . Personal Interviews. . . . . O O O O C THE FINDINGS AND ANALYSIS OF DESCRIPTIVE 0F PARTICIPANTS AND THEIR REPORTS AND OPINIONS OF FORMAL INSERVICE EDUCATION ACTIVITIES ; . Description of the Population 0 0 Participation in Inservice Education . Support of Inservice Education . . . . CHARACTERISTICS O O O O O O O O 0 THE FINDINGS AND ANALYSIS OFIRARTICIRANTS' INFORMAL INSERVICE EDUCATION ACTIVITIES AND SUMMARY OF INSTITUTIONAL FACTORS RELATING TO INSERVICE EDUCATION Organizational Support for Inservice Education . . . . . iv Page vi 52 52 67 81 92 106 t" Chapter VI SUMMARY OF FINDINGS, CONCLUSIONS RECOMMENDATIONS . . . . . Outcomes of the Study . Need for the Study . . . Limitations of the Study Design and Procedures . Findings . . . . { . . Conclusions . . . . . . Implicatibns . . . . . Recommendations for Further Research BIBLIOGRAPHY . . . . . APPENDIX APPENDIX APPENDIX APPENDIX ’APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX A . . . B . O O Page 114 115 116 116 117 121 129 131 133 134 141 143 144 152 153 154 155 160 161 162 164 166 167 LIST OF TABLES TABLE PAGE 1. Distribution of Community College Instructors by Community College According to Sex . . . . . . . . . . . . 53 2. Distribution of Community College Instructors by College According to Age Group . . . . . . . . . . . . . . 54 3. Distribution of Community College Instructors by College According to Number of Units Presently TeaChing O O O O O O O O O O O O O O O O O O O O O 0 O O O 55 4. Distribution of Community College Instructors by College According to Highest Academic Degree Earned . . . 57 5. Distribution of Community College Instructors by College According to Degree ASpirations . . . . . . . . . 59 6. Distribution of Community College Instructors by Community College According to Primary and Secondary Teaching Areas . . . . . . . . . . . . . . . . . . . . . . 60 7. Distribution of Community College Instructors by College Instructors by College According to Length of Full-Time Community College Teaching (At Any College) . . . . . . . . . . . . . . . . . . . . . . . . . 62 8. Distribution of Community College Instructors by College According to Length of Teaching at Present Community College . . . . . . . . . . . . . . . . . . . . 63 9. Distribution of Community College Instructors by College According to Previous Teaching EXperience . (other than community college teaching) . . . . . . . . . 64 10. Distribution of Teaching EXperience by College According to Number of Years of EXperience at Each Institution (other than community college) . . . . . . . . 66 11. Participation in College or University Courses and EXpressed Value of Respondents' Participation . . . . . . 63 12. Participation in WorkshOp/Seminar (2 Weeks or Less) and EXpressed Value of ReSpondents' Participation . . . . . . 70 vi TABLE PAGE 13. Participation in Institutes or WorkshOps (Longer Than Two Weeks) and EXpressed Value of Respondents' PartiCi-pation O O O O O O O O O O O O O O O O O O O O O O 72 14. Participation in Conventions or Conferences and EXpressed Value of Reapondents' Participation . . . . . . 74 15. Participation in Educational Visitations and EXpressed Value of Respondents' Participation . . . . . . 76 16. Participation in Professional Reading and EXpressed Value of Respondents' Participation . . . . . . . . . . 78 17. Participation in Action Research and EXpressed Value of Respondents' Participation . . . . . . . . . . . . . . 80 18. Pasadena City College: Respondents' Opinions Regarding Institutional Support for Participation in Inservice Educat ion 0 O O O O O O O O O O O O O O O O O O O O O 82 19. Golden west College: Respondents' Opinions Regarding Institutional Support for Participation in Inservice Educat ion 0 o ' o o o o o o o o o o o o o o o o o o o o o o 8‘. 20. Glendale College: Respondents' Opinions Regarding Institutional Support for Participation in Inservice Education . . . . . 86 O O O O O O O O O O O O O O U 0 O C O 21. Los Angeles Southwest College: Respondents' Opinions Regarding Institutional Support for Participation in InserVice Education 0 O O O O O I O O O O I I O O O O O O 88 22. ReSpondents' Opinions on Providing Institutional Incentives for Participation in Inservice Education . . . 90 23. Ranking of Respondents‘_0pinions Regarding Incentives Which Should be Provided for Participation in Inservice Education . . . . . . . . . . . . . . . . . . . 91 24. Report on Participation in Informal Inservice Education Activities According To Community College . . . . . . . . 93 25. Ranking of Activities by Degree of Participation According to Community College . . . . . . . . . . . . . . 94 26. Report of Respondents' Opinions as to Value of Participation in Informal Inservice Education Activities . . O O O O C O O O O O O O O O O O O O O O O O 96 Frequency of Activities Reported as Initiating Source for Changes in Teaching Behavior . 27. . . 100 C O O O O O O . O O \Jii CHAPTER I THE PROBLEM OF THE STUDY INTRODUCTION The community college of the 19708 has evolved into an important and prominent role in higher education in the United States. One aspect which has contributed to this achievement has been the emphasis placed on instruction in the community college. This emphasis on instruction can perhaps best be exemplified by the prevailing comments of those closely associated with the community college movement when they term the community college the "teaching college."1 Also, further illus- tration of the importance placed on the teaching function is evident in the objectives and philosophy of the two—year institution, which consistently ranks superior teaching as the primary goal to be achieved. The need to have well-trained faculty members has been manifested in the two important dimensions of teacher training: preservice and inservice education. The preservice dimension has become of age in the last decade reflecting the tremendous growth of the community colleges and teaching faculty needed for these institutions. Many colleges and universities have responded to the need to have well-trained Arthur M. Cohen, "Teacher Preparation: Rationale and Practice," Junior College Journal, Volume 37, No. 8, (May, 1967), p. 21. James W. Thornton, Jr., The Community_gunior College. New York: John Wiley & Sons, Inc., 1972, p. 42. 1 teachers by establishing courses, institutes, programs, and degrees specifically tailored to the preservice education needs of prospective coumunity college teachers. For example, in 1971 the American Association of Community-Junior Colleges reported that over 75 universities offered programs to train students for community college teaching.3 Also, through the assistance provided by Part E of the Education Professions Development Act, many new programs have been developed at various universities. A 1972 report indicates that in 1971-72 there were 54 programs and 557 fellowships for the development of these personnel.4 The other aspect of teacher training-~that of inservice education-- has also received greater attention during the 19708. Many educators closely associated with community colleges have expressed concern the lack of emphasis previously given to this aspect of training. As O'Banion stated: In the decade of the 19703, the preservice programs for community-junior college staff will need to be greatly expanded. Present programs need to be developed in a variety of areas, primarily for instructors. It is the contention of the authors of this report, however, that programs for the 70's should focus on inservice education. Community-junior colleges employed approximately 130,000 staff members in the fall of 1971. Although most of these staff members had completed their preservice educational experiences, all of them needed continuing inservice educational experiences. 3Editorial Staff of the American Association of Community-Junior Colleges, Community-Junior College Journal, Volume 39, No. 8, (May, 1969), p. 7. over '- 4Terry O'Banion, Teachers for Tomorrow: Staff Development in the Community-Junior Collegg. Tucson, Arizona: University of Arizona Press, 1972, p. 128. 51232,, p. 101. 3 O'Banion goes on to amplify the need to have greater priority placed on inservice education: All staff members, the mediocre and the highly competent, need continuing opportunities to keep up with new developments in education. Community-junior colleges tend to be innovae tive; they tend to be willing to explore nontraditional approaches to learning. With increasing new developments in curriculum, instructional technology, organizational patterns, facilities and equipment, and teaching-learning styles, (many of which have been developed by and for community-junior colleges), it is imperative that staff have opportunities to learn about and to adapt these innovations to their situation.6 Another element which also underscores the need to have an ins service education program is the realization that preservice education cannot fully qualify an instructor to be completely competent in his new position. As Thornton states: Certain realistic assumptions should form the basis for program planning for the preparation of community college instructors. One of these assumptions is that the prospective teacher is not--cannot be--fu11y prepared at the time he obtains his first position. Employers should be prepared to help the beginning teacher continue to learn in his subject field. For one thing, the demands of his teaching will force him to achieve greater breadth and depth over the years; for several years he should become annually a better teacher and a more mature personality. Personnel practices in junior colleges should be established in the light of this assumption to make certain that growth does continue after employment. Helpful supervision, well-trained programs of inservice training during the college year, and salary schedule provisions that encourage teachers to use their summers to improve their instructional competence can all combine to keep the faculty moving toward ideal competence. One current phenomenon that further emphasizes the importance of inservice education is that of a stabilization in community college growth. During the 19608, the community colleges were experiencing an unprecedented growth; from 564,071 students and 656 institutions 6 Ibid., p. 101. 7Thornton, pp, 213,, p. 136—137. 4 in 1960 to 2,100,000 students and 1,111 public and private institutions in 1970.8 However, since l971,when the community college student popula- tion did not meet estimated increases, a growing feeling of uneasiness has been expressed concerning the previous estimates of growth-~most of which were made prior to 1970. Three of the largest community college states, California, Michigan, and Illinois, experienced a slowdown in the rate of increase in student enrollment.9 This reappraisal of projected growth of community colleges has begun to be reflected in the preservice education of prospective instructors. The possibility of a slowdown in staff needs, coupled with an existing supply-demand situation that has limited the job opportunities in the community college, has prompted some institutions with on-going programs to train prospective teachers to re-examine the direction and value 10 ll of their programs. Consequently, the inservice aspect of teacher training is receiving greater emphasis today. The National Advisory Council on Education Professions Development Report, originally entitled as "People for the People's College", has endorsed the value of inservice education and recommended that "while the development of new preservice programs for 8 Leland L. Medsker and Dale Tillery, Breaking the Access Barriers. New York: McGraw-Hill Book Company, 1971, p. 17. 9 Report of ERIC, Junior College Research Review, May, 1972, p. 1. 10 Interview conducted with Dr. Robert Forbes, Coordinator, Community College Program, California State University, Los Angeles, November 28, 1972. 11 Interview conducted with Dr. Arthur M. Cohen, Director, Junior College Teaching Internship Program, University of California, Los Angeles, October 11, 1972. 5 the preparation of community-junior colleges is important in the 19703, priority should be given to the development of a variety of creative and well-designed inservice programs.1 STATEMENT OF THE PROBLEM The problem of this study was to determine the status of participa- tion in and utilization of inservice education activities by selected California community college instructors. The basic areas which the study attempted to examine were: 1. The types of inservice education activities that community college instructors participated in within the preceding three years and the frequency of their participation in each type of inservice activity. 2. The relationship between the variables of age, sex, teaching area, academic degree, duration of community college teaching, previous teaching experience, and number of years of teaching at present community college and the participation by community college faculty in inservice education. 3. The relationship between the value of various inservice education activities as expressed by community college faculty and the partici- pation in inservice education by faculty members. 4. The relationship between the importance and type of institutional incentives given for participation in inservice education and the frequency of participation in inservice education activities. 12Terry O'Banion, 92, cit., p. 116. 6 5. The relationship between the change in teaching behavior of community college faculty and the participation by faculty members in inservice education. 6. The relationship between the utilization of nontraditional or innovative approaches to teaching by community college faculty and their participation in inservice education. 7. The relationship between community college leadership and institutional support of inservice education and the participation by community college faculty in inservice education. 8. The relationship between the size and age of selected community colleges and the participation by community college faculty in inservice education. OUTCOMES OF THE STUDY This study was an effort to complete an indepth analysis of inservice education at four selected California community colleges in order to provide a basis for 1. Determining the nature of participation in inservice education activities and examining the value that various inservice education activities have on changing teacher behavior. 2. Determining the effect, if any, of community college age and size on establishing and implementing a program of inservice education. 3. Determining the effect and value of institutional incentives or reward systems on encouraging and directing community college faculty to participate in inservice education. 4. Determining the important and related organizational criteria upon which an effective and comprehensive institution-wide program of inservice education could be based. NEED FOR THE STUDY The community colleges have long prided themselves on providing excellence in instruction--based on the premise that teaching is the primary function of the community college and its faculty. A testimony of this excellence is the often-quoted research that shows the successes of community college transfer students in their upper division college work in universities and colleges across the nation. However, the continuance of this excellence can only be achieved through the constant concern and attention of those associated with the community colleges in the development of inservice education programs. The design and implementation of a program of inservice education must be made with regard to specific guidelines and principles reflecting the needs of a particular institution. Jones stated "Excellence in instruction has long been a source of pride among persons associated with California community colleges . . . the reputation for teaching excellence has not been achieved easily and cannot be maintained without overcoming a number of problems which have substantial and far-reaching implications for the entire instructional programs."14 According to Jones, the factors of community college growth, expanding knowledge and skill requirements of a technological society, and the lack of adequate preservice training, are all highly important in establishing a need for inservice education.15 l3 Leland L. Medsker and Dale Tillery, 22. cit., p. 59. 14 Richard L. Jones, ”An Analysis of Inservice Instructional Improvement Activities in Large California Community Colleges." unpublished doctoral dissertation, University of California, Los Angeles, 1972, p. 2. 15 Ibid 0 , pp. 2‘4 0 8 Edmonds, 25.._1. state that "inservice education is a process inherent in any planned program designed to make the individual a more effective teacher. A cooperative plan for the professional growth of teachers in inservice includes all of the educational personnel in a given school situation."16 Harris, SEr.fll°’ in emphasizing the need for institutional support for inservice education state "The importance of competent, dynamic leadership to the success of inservice education programs deserves much attention. In the planning and implementing of programs for inservice education, the quality of leadership is a crucial determiner of outcomes." Inservice education programs are essential if teachers and adminis- trators are to continually improve and if the school is to provide all students with the educational opportunities they deserve. Inservice education, a process of change in behavior, must occur within the organizational setting of a particular institution and must be supported by administrators within the institution. Harris, gg,‘a1. give their view of the meaning and function of inservice education 1. Inservice education is a process of change 2. Changes through inservice education take place in an organizational context 3. Inservice education is a process for planned change 4. Inservice education is one of several organizational 18 changes and takes place through personnel development. 6 Fred Edmonds, James R. Ogletree and Pat W. Wear, Inservice Teacher Education: A Conceptual Framework, Bulletin of the Bureau of School Service, College of Education, Lexington: University of Kentucky, December, 1963, p. 8. 17Ben Harris, Wailand Bessent and Kenneth McIntyre, Inservice Education: A Guide to Better Practice. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1969, p. 7. 181b1d., p. 16. 9 The need for this study is based upon providing a set of empirical data upon which community college educators and administrators can utilize to provide guidelines toward the establishment of inservice education programs or activities. The study will be useful by providing data to assist in determining effective inservice education activities; providing proper incentives for participation in inservice education; determining a basis upon which to effect change as a result of inservice education; and determining the important criteria in establishing leadership and organizational support for institution-wide programs of inservice education. LIMITATIONS OF THE STUDY The following limitations apply to this study: 1. Selection 2f Community Colleges. The community colleges used for this study were limited to four California community colleges, located in the southern California area. The selection of these four community colleges was made on the basis of the criteria of age and size as outlined in Chapter III of this study. Because only California community colleges were used and because of the influence of California state legislation and community control on the governance of each community college, this study is limited since only California community colleges and policies and procedures relating to such institu- tions are reflected in this study. Although each community college selected was in a different community college district, all four schools are located in a highly urbanized area-~the metropolitan Los Angeles area. Therefore, this study is limited since only urban community colleges were examined. 10 2. Selection g£_Community College Facult . Data, obtained through the use of questionnaires and personal interviews, were subject to the following limitations: A. Only those faculty members who had taught on a full-time basis (as defined by each community college) for at least three years were used in collecting data for this study. Faculty members who were not teaching during the 1973 spring semester were not included in the study, although they may have previously been full-time instructors. B. No attempt was made to analyze the inservice education activities of community college faculty classified by each community college as part-time personnel. 3. Collection gf Data. This study was limited to an examination of only those inservice education activities which faculty members participated in since June 15, 1970, thereby covering a period of approximately three calendar years. 4. Analysis 9f_Data. This study was limited in the analysis of data on inservice education as it affects changes in teaching behavior rather than the effectiveness of any change in teaching behavior. DEFINITION OF TERMS Mest of the terms and concepts used in this study are familiar and are used in the conventional manner. The following terms are defined to delimit the intended understanding: 11 Action Research. Research of an applied nature, designed to im- prove classroom instruction or teaching methodology. College 25 University £22533. Refers to any course taken in resi- dence or in extension to improve instructional ability. Does not include preservice courses. Community College. A public institution offering instruction for the first two years beyond high school of a comprehensive nature, including instruction in college transfer programs, vocational—technical programs, occupational education, and adult education. Community College District. A political subdivision of a state composed of a given geographical area and organized for the purpose of establishing, owning, and operating a community college within the territory of such a district. Conference. An organization or association-sponsored meeting of groups and individuals with common or similar programs or goals. Inservice Education. An educational activity which is designed for the purpose of improving the instructional capabilities of faculty members. Refers to all such activities that an instructor participates in subsequent to his initial position. Inservice Education--Formal. Refers to formally structured educa- tional activities offered through college courses, workshops, seminars, institutes, conventions, conferences, visitations, professional reading and action research projects. Inservice Education--Informa1. Refers to those personal educational experiences,other than those provided through formal inservice education, which are of value to the faculty member in acquiring new skills, 12 knowledges, or attitudes. Includes activities of study groups, consults- tions with faculty or other resource people, evaluations, demonstrations, meetings, travel and professional association activities. Institute. A general meeting open to or required of faculty con- vened for the purpose of meeting identified or proposed instructional needs. Format may be panel discussion, lecture, film or similar activity. Institutional Need (for inservice education). Defined to include the need of community college,instructors to engage in inservice educa- tion activities in order to update current skills and knowledges and develop new skills and knowledges as required in their respective teach- ing areas. Institutional Posture. Refers to the environmental milieu of the individual community college including such elements as policies, pro- cedures, administrative attitudes, incentive systems and the like, as they affect inservice education by either promoting or inhibiting such education to occur. Preservice Educatigg. .An educational activity designed to improve the instructional capability of a faculty member prior to the instructor's initial day of teaching. Seminar. A formal group learning activity convened for the purpose of interchange of knowledge, usually dealing with one specific topic. §£2£g'§lg§. Refers to a legislative enactment whereby a state- wide plan for the development, financing, and governance of all commu- nity colleges within a state is defined, coordinated, and articulated with other higher education institutions. 13 Workshop. An experience-centered study by a group formed for the interchange of opinions and knowledge, with emphasis on problem solving. ORGANIZATION OF THE STUDY This study has been organized into six chapters. Following this chapter of introduction, which presented a statement of the problem, out- comes of the study, need for the study, limitations of the study, and definitions of terms, Chapter II contains a review of literature. Chapter III details the procedures followed in this study. Chapter IV deals with the findings on formal inservice education activities which were obtained primarily through the use of questionnaires, and Chapter V outlines the data obtained from personal interviews with selected instructors and administrators and summarizes data relating to informal inservice education activities. The final chapter, Chapter VI, contains a summary of the study, a listing of most important findings, conclusions, and recommendations based on the findings and conclusions. CHAPTER II REVIEW OF LITERATURE Definition of Inservice Education Inservice education is usually distinguished from preservice education 1 simply by the time and sequence. Whereas preservice education deals with all types of training prior to initial employment as a teacher, inservice education relates to all professional growth activities after the teacher's first day of teaching. The scope of inservice education is usually defined to include all activities of professional growth. Good states that "inservice education includes all activities that teachers engage in during their service, designed to contribute to their improvement and effectiveness on their assignment."2 Harris, g£_gl., in a more limited context, viewed inservice education as concerned with the development of instructional staff members as professional practitioners in such ways as to have a reasonably direct 3 impact upon the quality of instruction offered in the school or college. The terms inservice education, inservice training, growth-in-service activities, staff development, and professional ggowth are all terms used frequently and often interchangeably when referring to the continuing educational activities of practicing teachers. 1Harris, et al., _p, cit.,p. 1. Carter V. Good, editor, Dictionary of Education, Second edition. New York: McGraw-Hill Book Co., 1959, p. 288. Harris, et al., 22. cit.,p. 2. l4 15 Need for Inservice Education The need for inservice education on the community college level has received attention on several different fronts. Each one of these areas is covered in a separate part of this section. Teaching Function gfi Egg COmmunity College. Teaching has long been associated as the most important function of the two-year school. Cohen has stated that "teaching is the prime function of the junior college? and Chapman noted that "the first specific goal of the junior college is teaching."5 Thornton has stated that "teaching is the prime function of the community junior college and deserves every encouragement,"6 ahd Johnson stressed that "since teaching is the major responsibility of community college instructors, they are largely selected, placed on tenure, and promoted on the basis of the quality of their teaching."7 Because of the importance of teaching in the community college setting, the individual teacher assignments are based on teaching load. Blocker, et al., in their review of faculty handbooks, showed that most —-—-—————-———————— Arthur M. Cohen, "Teacher Preparation: Rationale and Practice" Junior College Journal, Volume 37, No. 8 (May, 1967), p. 23. 5Charles E. Chapman, "Aligning Priorities in Junior and Community Colleges," Pressures and Priorities in Higher Education. Proceedings of the Twentieth Annual National Conference on Higher Education. Washington, D.C.: National Education Association, 1967, p. 167. 6 Thornton, Jr., 22. cit., p. 42. B. Lamar Johnson, "Junior College Innovation and Teaching Improve- ment" Improving College and University Teaching, Volume 17, No. 2 (Spring, 1969), p. 73. 16 instructors are assigned from twelve to fifteen lecture hours and from fifteen to twenty laboratory hours per week.8 Inadeguate Preservice Education. Many of the instructors in the community colleges today have little, if any, specific preservice education relating to their current positions. Studies by Phair9 and Birnbaum10 revealed that fewer than 25 percent of all teachers in California and New York community colleges, in 1968 and 1966 respec- tively, had held previous community college teaching positions, thus indicating that the preparation of the remaining 75 percent included little, if any, specific preparation for their present positions. A survey completed by Kelley and Wilbur found that nearly 50 percent of the re- spondents had worked previously in high schools.11 In those cases where the community college teacher had received preservice education, there appears serious doubt as to the adequacy of this preparation. O'Banion reported: Although the American Association of Junior Colleges estimates that there are approximately 100 graduate insti- tutions offering programs that include the preparation of community-junior college faculty, there is little evidencf2 to suggest that these programs are adequate for the task. 8Clyde Blocker, Robert Plummer and Richard C. Richardson, Jr., The Two-Year College: A Social Sygthesis. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1965, p. 143. 9Tom S. Phair, "California Colleges Look at Their New Faculty," Junior College Journal, Volume 39, No. 4 (December 1968/January 1969), pp. 48-50. 10 Robert Birnbaum, "Background and Evaluation of Faculty in New York," Junior College Journal, Volume 37, No. 3 (November, 1966), pp. 34-37. 1 Win Kelly and Leslie Wilbur, Teaching in the Community-Junior College. New York: Appleton-Century-Crofts, 1970, p. 54. 12O'Banion, 22. gig., p. 85. 17 Singer has stated that the orientation and preparation given to prospective community college instructors "may be unsuitable for preparing the kind of faculty which the community colleges seek"13 and Cashin has emphasized that "teacher preparation may have come to be designed too much for the sake of the institution and its adminis- tration and too little for the instructors and their students."14 Other criticisms directed toward preservice education included lack of atten- tion given to teaching competence 15 and lack of concern on preparing the community college teacher for a broad field of teaching.16 Teacher Professional Growth. The community college teacher must obtain professional growth after initial employment. It is unrealistic to assume that the prospective teacher is fully prepared at the time he obtains his first position.17 O'Banion has stated that "all staff members . . . need continuing opportunities to keep up with new develop- "18 ments in education. Changes and advances in educational technology, curricula, instructional media and learning theories have prompted and made it imperative that educators have sufficient opportunities to learn about these new developments. Moffitt, in establishing the need for inservice education, noted that "the growing insistence for more effective __ 13 Derek 8. Singer, "Do We Need a Community College Institute?" ignior College Journal, Volume 39, No. 2 (October, 1968), pp. 36-40. John Cashin, "Some Attitudes Toward Instructor Preparation" Junior College Journal, Volume 39, No. 6 (March, 1969), p. 34. 15 Alan G. Stratton, "Needed: A Doctor of Arts in College Teaching" Junior College Journal, Volume 39, No. 8 (May, 1969), p. 21. 6 Arthur M. Cohen, Jr., "Developing Specialists in Learning" Junior College Journal, Volume 39, No. 1 (September, 1966), p. 21. 17Thornton, Jr., 22, cit., p. 137. 1 . 8C'Banion, 22. cit., p. 101. 18 teaching has paralleled the increasing complexity of our changing "l9 society. He also stated: This is an age of change. It requires new and rapid adjustments. Its impact on education is an ongoing challenge. It is the basic reason determining the need for continuous education of all people and particularly of all teachers. Without continuing study, teacher knowledge and teacher performance soon become obsolete. No one is ever completely educated--at most one capoonly be a student of the daily incidents as they occur. Types of Inservice Education Based upon the reports and studies of Finch,21 Jones,22 O'Banion,23 The National Education Association,24 and the United States Office of Education,25 the following synthesis of types of inservice education is presented with a brief explanation of each type. Apprenticeships. A form of inservice education involving a well- designed "master teacher-new apprentice" approach in which the master teacher serves as a guide and tutor for the new instructor and assists in the overall development of the teacher's professional progress. 19 John C. Moffitt, Inservice Education for Teachers. Washington, D.C.: The Center for Applied Research in Education, Inc., 1963, p. 3. 20 Ibid., p. 9. 21 Arnold Finch, Growth Inservice Education Programs that Work. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1969, pp. 30-44. 22Richard L. Jones, "An Analysis of Inservice Instructional Improve- ment Activities in Large California Community Colleges," unpublished doctoral dissertation, University of California, Los Angeles, 1972, PP. 15-190 23 O'Banion, pp. cit., pp. 106-113. 24 National Education Association, Research Division, Inservice Education of Teachers. Washington, D. 0., November, 1966, pp. 7-11. 2 5United States Department of Health, Education, and Welfare, Office of Education, What School Systems Are Doipg to Promote Teacher Growth. Education Briefs, No. 33, Washington, D. 0., August, 1956, pp. 7-10. 19 Classes 32g Courses. College and university courses offered to improve the instructional capability of practicing teachers. Evening classes, extension courses, summer school classes and correspondence courses are some of the variOus types available. Courses may be designed and offered by the individual community college or by specialists employed by the institution. Committee pp §£p§x Qpppp. The committee or study group inservice activity involves a small, common interest, problem-oriented study group usually composed of faculty members from one specific teaching area.‘ The purpose of a study group is usually to solve common problems or improve instruction based on the mutual sharing of ideas. Conference. The term conference is applied to a wide variety of inservice education activities. The essential feature of a conference is that it gives the participant an opportunity to question others and discuss the ideas presented. A conference normally deals with one specific area of concern and may be structured in either large or small- group sessions. Conventions Egg Professional Meetings. The interchange of ideas and experiences, and introduction to new and different ideas, is a prime value of conventions and professional meetings as inservice education activities. This type of experience can provide great stimula- tion in that, in a very brief period of time, participants can be exposed to a wide variety of ideas, projects, and people. Contacts can be made, visitations encouraged, materials exchanged, and ideas debated and confirmed. Consultation. This is defined as either formal or informal conver- sation or meetings with colleagues or other academic personnel for the 20 purpose of obtaining new knowledge or skills in order to improve instruc- tional performance. Demonstration. This type of learning activity involves either individual or group observation of new or innovative teaching techniques as demonstrated by a master teacher or a learning specialist. In some cases involving educational equipment or media, a specialist from an outside organization may be in charge of such a demonstration. Encounter Groups. In recent years, the encounter group or sensitivity- training sessions have been widely used to improve administrative and teaching relationships, encourage innovation and change, and explore special concerns such as student-staff relationships. The encounter approach offers an excellent way to assist instructors in exploring the nature and impact of their attitudes, values, and beliefs. Evaluations. Evaluation of teaching performance can be one of the most important inservice activities available in improving instructional performance. Evaluation is defined as the process of analysing instruc- tional effectiveness toward the goal of achieving student learning. Evaluation may be accomplished by many different individuals: students, colleagues, department heads or other administrators. Institutes. This type of inservice education is a series of lectures or presentations designed to give teachers as much information as possible in a short time, usually one, two or three days. However, long~term institutes, extending on either a summer or year-long basis, are becoming increasingly popular today. The United States Office of Education, state departments of education and participating universities have been very active in offering Such institutes. Professional Reading. This type of inservice education activity includes all professional reading by the instructor either of a personal 21 nature or through the availability and use of library references, magazines and other published materials at the institution. Professional Writing. The teacher's specialized knowledge can be expanded through the efforts involved in professional writing. In many cases, this experience provides an effective analysis and synthesis of ideas and concepts on behalf of the teacher. Professional Association 2255. The community college instructor's participation in professional association activities can contribute to both personal and professional improvement. The faculty member can become exposed to new ideas in the teaching profession and act as an inservice agent in providing information to other teachers on his experiences. Research. By becoming involved in research projects, the instructor can gain thorough and comprehensive insight and interpretation of an experiment, observation, or survey. Action Research, a type of on-the-job, practical, scientific research designed to improve instruction, is the main thrust of community college research. Seminars. A seminar is a formal group learning activity convened for the purpose of the interchange of knowledge, usually dealing with one specific topic. Most seminars are a short term, varying from one day to as long as two weeks. Sggff Meetings. Several types of staff meetings may be utilized as an inservice education activity. Departmental meetings may be called to discuss a topic of concern; small, discipline-centered meetings may be held; or meetings with institutional specialists (media, instructional resources specialists) may be conducted to impart new knowledges or skills. §£g§§ Retreats. Staff retreats are a type of inservice education activity in which a department or faculty members will spend several 22 days away from the campus to review objectives, philosophies, and explore new programs. This activity can be helpful in building staff harmony and enthusiasm. Travel. Travel is usually defined as a personal educational experience, usually completed during the summer, or as part of a leave of absence or sabbatical. Travel, of either a domestic or foreign nature, can be highly educational in studying areas of interest from a personal, indepth approach. Visitations. First-hand opportunities to obtain information on other institutions or educational programs are available through visita- tions. Many community colleges encourage their staff to visit other BChOOlS and to observe model or special programs in operation. Workshops. A workshop is a type of practical, hands-on-activity in which participants take an active role in the instructional-learning process. Workshops take a problem-solving approach;and thrOugh group discussions, conferences with individual members, and independent work, each member attempts to arrive at solutions to the problem presented. E255 Experience. In relationship to his teaching area, an instructor may find work experience as a valuable inservice activity toward gaining a realistic, updated examination of new concepts, methods or procedures which could be important in the design of curricula. Participation in work experiences may range from a period of several hours up to a year- long experience. Important Criteria in the Desigp of an Inservice Education Program In order to design and implement either a single inservice education activity or a comprehensive program of activities, several i 23 important criteria should be considered as an initial process. Teague, in his study on inservice programs in gegpgia, identified the following criteria as important to the development of an effective program: 1. 10. ll. 12. 13. The inservice program should be based upon sound principles of learning. Individual differences between faculty members should be respected. The desire for professional improvement must come from within the individual. The local school has the primary responsibility for planning, organizing, and conducting inservice programs. Inservice education should deal with solution to problems that are significant to staff members. All persons affected by the inservice program have a right and should share in determining and planning activities to achieve objectives of the problem. Teachers and administrators should be intrinsically and extrinsically motivated to engage in meaningful activities. Inservice activities are an integral part of the school system and should have the full support of the super- intendent and the board of education. Also, the activities should be planned for in the time and financial budgets. The inservice program should include a variety of activities and flexibility of purpose and action. The inservice program should have continuity of purpose and activity. Clear and specific goals should be formulated and kept in focus. Evaluation for inservice activities should be planned for, should be performed cooperatively, and should be conducted in terms of specific objectives sought. A simple and effective process for converting thought into action should exist. 24 14. A free and facilitating climate greatly enhances the degree to which agreed upon goals are achieved. 6 Finch listed the following guidelines for planning an inservice education program: 1. The school or system administrator, or the committee of professional personnel involved, should have unreserved approval and commitment of the board of education before moving ahead on creation of an inservice education program or the modification of an existing one. 2. The focus of inservice programs should be on teacher- instructional improvement. 3. The program, to be successful, should allow for maximum teacher involvement. 4. The mechanics of the program should be kept as simple as possible. 5. Adequate funding should be made to allow for a reasonable amount of inservice education activities. 6. The program should highlight teacher benefits for participation including the following essential purposes of teacher education: a To extend his knowledge and learning in general. b. To keep abreast of new knowledge. c To keep current in a rapidly expanding society. d. To acquaint him with new techniques, devices, and arrangements. e. To provide him with results of research on learning and on the learning process. f. To prepare him for new fields and new responsibilities.27 According to O'Banion, if staff deve10pment is to be effective, then someone must assume major responsibility for the design and coordination of the program. He:stated: An assistant to the president, the academic dean, a special committee from the faculty council, or a staff development officer should be clearly in charge. The program should be a continuing program throughout the year and should be related to long-range improvement in 6Wayne Teague, "An Evaluation Analysis of the Inservice Program for Teachers and Administrators in DeKalb County, Georgia," unpublished doctoral dissertation, Auburn University, Auburn, Georgia, 1962, pp. 36-73. 27Finch, op, cit., pp. lS-22. 25 the college. The program should be designed to achieve institutional goals through the development of individual staff members. Many group activities may be available, but each staff member should hayg a program for his personal inservice development. The function of leadership for inservice education programs should be clearly defined and formulated in the planning stages of the design of such programs. Edmonds, et al., state that the function of leadership should be clearly identified through the organizational structure of the school and a Director of Instruction be assigned distinct functions and roles: 1. He must be in part responsible for inservice education either of teachers or of supervisors. 2. He must have the necessary delegated authority in order to meet his responsibility. 3. He must be aware of any function for the continuing growth of himself in programs calculated to improve leadership. Along with the leadership function, the design of an inservice program must also be accomplished as part of a cooperative arrangement among teachers, administrators, and other personnel providing support for such training. O'Banion, in one of his recommendations on staff development, stressed the state department's role in inservice education: Every state should have a staff development program coordinated by the unit in the state department of education responsible for community-junior colleges. It should be the purpose of the state program to insuss that every college has a staff development program. Edmonds, in a wider context, views inservice education as "the cooperative responsibility of the colleges which prepare teacher 28O'Banion, 22. cit., p. 103. 29Edmonds, et al., 22. cit., p. 44. 30 O'Banion, op. cit., p. 117. 26 preservice, the state departments of education which provide leadership for state-wide instructional improvement, various professional organizations whose purposes include the professional improvement of its members, and the local school districts which employ teachers and which actually provide instructional programs for children.31 As early as 1949, the National Education Association emphasized the need to have a cooperative plan for inservice education, stating: A cooperative plan for the professional growth of teachers inservice includes all of the education personnel in a given school situation: teachers, superintendents, principals, supervisors, special service staff, and stag; members of colleges and state departments of education. Then, in 1967, the National Education Association reiterated their position, stating: School systems should encourage and support the pro- fessional growth and development of teachers inservice programs by rewarding growth through salary advancement, recognition and status; 833 by granting leaves of absence for professional reasons. A cooperative arrangement for the development of inservice education programs does not lessen the responsibility of the individual faculty member to achieve professional growth, according to Garrison. The motivation for growth should come from the junior college instructors' own keen awareness and desire to keep abreast and upgrade his knowledge 31Fred Edmonds, James R. Ogletree and Pat W. Wear, Inservice Teacher Education: Crucial Process in_Educational Change, Volume 39, No. 1, Lexington: Bureau of School Service, College of Education, University of Kentucky, September, 1966, p. 20. 2 National Commission on Teacher Education and Professional Stan- dards, National Education Association: The Teaching Profession Grows In Service. Washington, D. C., 1949, p. 9. 33"Professional Growth of Teachers in Service" NEA Research Bulletin, No. 1, Washington, D. 0.: National Education Association, March, 1967, p. 25. 27 and abilities. In order to grow successfully, according to Moffitt, a teacher should possess certain qualities: 1. The desire to grow; 2. The readiness to participate; 3. The sensitivity to the opinions of others; 4. Intelligence and knowledgeability; S. A willingness to discard unproductive habits of teaching; 6. The desire to accept new challenges even though thgy require added effort and present some uncertainty. Selected Findiggg of Research Studigg A search of the literature revealed a limited amount of research on inservice education activities or programs specifically for the community college level; most research noted dealt with either elementary or secondary level inservice programs. Only one study completed in 1971 was directly related to inservice education for California Community College instructors. However, because of the applicability and transferability of data obtained from the K-12 research, a summation of these studies is given. Finch, in his study of the relationship of inservice education to the competence of selected teachers of the Los Angeles School District, arrived at the following conclusions: 1. The effectiveness of teachers who participated extensively in inservice education activities is reflected in the quality of the teachers' classrooms and campus relationships with the students; results in more effective classroom management and control and academic presentations; and 34Roger H. Garrison, "The Teacher's Professional Situation," Junior College Journal, Volume 37, No. 6 (March, 1967), pp. 16-17. 35 Moffitt, 22. gig, p. 60. 28 enhances and strengthens relationships within the school, among school patrons, and with the public in general. 2. The "preparation-type" salary schedule does operate effec- tively. In general, teachers who have participated in in- service education activities and thus moved through the salary schedule received the higher competence ratings.36 In a summary of interview studies of beginning teachers conducted 37 in twelve states, Hermanowicz found a general dissatisfaction with inservice programs. Most of those interviewed believed that inservice programs were greatly needed but that existing programs were severely inadequate. Other research studies point out the limitations in selecting appropriate activities for inservice education. The excessive use of staff meetings was revealed by Brazier,38 and Leavitt 9 noted the free quent use of lectures. Also, a study by Harris illustrated that little consideration is given to the unique purposes which a given inservice education activity might effectively serve. 36 Arnold E. Finch, "The Relationship of Inservice Education to Com- petence of Selected Teachers of the Los Angeles City School District," unpublished doctoral dissertation, University of California, Los Angeles, 1964, p. 201. 3 7Henry J. Hermanowicz, "The Pluralistic World of Beginning Teachers,” The World of nginninngeachers. National Commission on Teacher Education and Professional Standards, National Education Association, Washington, D. Co, 1966, pp. 16‘250 38 Alexander Frazier, et al., "Sample Studies in Supervision," Educational Leadershi . may,1951, pp. 517-520. 39 Harold J. Leavitt and R. A. H. Mueller, "Some Effects of Feedback on Communications," Human Relations, 1959, pp. 401-410. 0 Ben M. Harris, Supervisory Behavior in Education. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1969, pp. 20-31. 29 McIntyre41 reported that the use of the laboratory approach to inservice education was highly effective in that it offered many of the advantages of the highly organized and structured sessions, but also a high level of involvement was maintained with a wide array of interests and needs being served. In Teague's study of Georgia educators, he noted a lack of clear, specific goals for inservice education and made the following recommen- dations: 1. Local schools should be given more responsibility for planning and conducting inservice activities. 2. Inservice activities should be designed primarily to help reach specific goals that are recognized and desired by most staff members. 3. Individual differences of personnel should be taken into account when planning and conducting inservice activities. 4. All persons affected should be given a significant share in planning inservice activities. 5. Careful consideration should be given to the establishment of an advisory committee to assist the local schools in planning and conducting inservice activities. 6. Orientation activities for teachers new to the system and teachers beginning in the profession should be increased, particularly at the local school level. 7. Inservice activities should be included in the organized work week and should be considered a part of the workload for teachers and adminis- trators . 8. Steps should be taken to bring the perceptions of teachers, principals,4§nd central office staff members closer together. __________________ 41 Kenneth E. McIntyre, "The Laboratory Approach," Designs for Inservice Education, edited by Wailand Bessent, Austin: The University Of Texas Printing Division, 1967, pp. 91-113. 42 Teague. gp. cit., pp. 185-189. 30 Jones' Study A 1971 study completed by Jones43 on the effectiveness of inservice education activities as reported by instructors at large California community colleges, arrived at the following conclusions: 1. Community college instructors actively participate in a wide variety of inservice instructional improve- ment activities. The inservice instructional-improvement needs of instructors in large California community colleges vary with the individual; there are no apparent significant, specific patterns indicated among the varying groups of instructors surveyed. Inservice instructional-improvement activities which involved the instructor through active and direct participation were reported as effective critical incidents and considered to be of most value a greater number of times than were activities in which teacher involvement was inactive and in- direct. Personal relevance, appropriate structure, active participation, opportunity for the exchange of infor- mation and ideas, and quality leadership are funda- mental requirements for successful inservice instruc- tional-improvement activities in large California community colleges. Formally-structured inservice instructional- improvement activities are more likely to be of value in improving the classroom instructional capabilities of community college teachers than are informally-structured activities. Jones analyzed the critical incident reports of faculty regarding their opinions on the inservice education activities they found most effective and those activities that they found least effective. His findings of the reports of effective activities with their rank order, were: 43 Jones, 22. c t., pp. 1-229. 9-“ 31 Rank Order Activity 1 Any Activity Egg Be of Value 2 Consultation 3 Workshop 4 Committee-Study Group 5 Lecture—Demonstration-Observation 6 College or University Course 7 Conference 8 Any Which Involve Active Participation 9 Evaluation by Others 10 Work Experience (Industry, etc.) 11 Department Meeting 12.5 Action Research 12.5 Evaluation by Self 14.5 Intervisitation 14.5 Travel 16.5 Those Which Use AV Effectively 16.5 Sabbatical Leave (Unspecified Activity) Based on his findings, Jones proposed that the large community colleges should use the following suggestions for increasing the effectiveness of inservice instructional improvement activities: 1. 2. Determine the nature of inservice participation of their own staff. Determine which current activities are considered successful and which are considered unsuccessful at their own institution. Develop, with others, a viable program of inservice instruc- tional-improvement activities based upon the results of the study. 32 4. Provide leadership in the creation of an atmosphere which is conducive to learning. 5. Provide leadership in the initiation and implementation of the plan for inservice instructional improvement which will satisfy the identizied unique needs of individuals and the staff as a whole. 44 Jones, op. cit., pp. 119—120. CHAPTER III RESEARCH PROCEDURES AND METHODOLOGY INTRODUCTION The procedures followed in this study were designed to gather information and data through the survey method of investigation. These procedures consisted of the following steps: 1. Selecting community colleges for investigation and analysis. 2. Obtaining data from selected community college instructors through the use of mailed questionnaires. 3. Conducting personal interviews with community college faculty and administrators from the four selected community colleges. 4. Obtaining other related information and documents from each community college. Each of the above procedural steps is described in a separate section of this chapter. METHODOLOGY The methodology utilized in this study was the survey approach, a type of descriptive research. Sax defines descriptive research as research involving the collection of data for the purpose of describing 1 . . conditions as they exist. Descriptive statistics provxde methods to 1Gilbert Sax, Empirical Foundations 2: Educational Research. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1968, p. 288. 33 34 organize, summarize, and describe sets of data which represent , 2 populations. The survey method of research was utilized to obtain a detailed description and analysis of inservice education at each community college included in this study. The information for the case study was obtained through questionnaires, personal interviews, and other documents and information related to each institution. POPULATION The population consisted of all community college instructors at Pasadena City College, Golden West College, Glendale College, and Los Angeles Southwest College (all located in southern California), with the following limitations: 4 1. Only full-time faculty members at each institution were included. The definition of "full-time status” for this study was the definition as given by each institution. 2. Only teaching faculty who were presently teaching full-time, and who had previously taught at their present institution for at least three academic years were included in the study. The population of this study, based on Spring, 1973, faculty lists, and adjusted to correspond with the limitations listed above, was: Name of School Population Pasadena City College 264 Golden West College 136 Glendale College \ 94 Los Angeles Southwest College _12 Total: 573 2Sidney J. Armore, Introduction 22 Statistical Analysis and Inference for Psychology and Education. New York: John Wiley & Sons, Inc., 1966, p. 9. 35 SELECTION OF COMMUNITY COLLEGES Based on the Statement of the Problem of the study, the community colleges of California were examined, specifically with regard to age and size of each institution. The 96 community colleges of California (as given in.Appendix A) were reviewed in order to select four community colleges which'would fit into the following matrix: 01d Community College New Community College (older than 30 years) (less than 10 years old) Large Community College X (more than 14,000 students) Small Community College X (less than 5,000 students) X - represents each community college selected Determination of institutional age and size was made by data reported in the 1972 Junior College Directory of Public and Private Community Colleges and student enrollment reports from the fall, 1972 semester. Further verification of enrollments, reflecting spring semester, 1973 were obtained through the information provided by college officials. Based on the design of the study, the four schools selected were: LARGE, OLD COMMUNITY COLLEGE: Pasadena City College Pasadena, California Year started: 1924 Enrollment: 16,169 American Association of Junior Colleges, 1972 Junior College Directory. Washington, D. C., 1972, p. S. 36 LARGE, NEW COMMUNITY COLLEGE: Golden West College Huntington Beach, California Year started: 1966 Enrollment: 14,021 SMALL, OLD COMMUNITY COLLEGE: Glendale College Glendale, California Year started: 1927 Enrollment: 4,992 SMALL, NEW COMMUNITY COLLEGE: Los Angeles Southwest College Los Angeles, California Year started: 1967 Enrollment: 4,067 The location of the four community colleges is given in Appendix B. DESCRIPTION OF COMMUNITY COLLEGES To assist the reader of this study and to build a foundation upon which to base findings, conclusions, and recommendations, a brief summary of each school is given in this section. The summaries serve to give a brief history of the institution, data on curricula and programs, and an overview of the organizational structure and governance of each community college. Pasadena City Collegg Pasadena City College is a large, well-established community college located at 1570 East Colorado Boulevard, Pasadena, California. Pasadena City College began in 1924 in response to the community's need for higher educational facilities-~especially a one-year, post-high school training institution. In its first four years of operation, the one-year, post-secondary program was added to the program offered by Pasadena High School, the major high school in the area. Then, in 1928, Pasadena High School and Pasadena Junior College merged into a "feur-year junior college," with grades 11 to 14, inclusive. 37 By 1946, enrollments had increased so that a second "four-year junior college"~-John Muir Junior College-~was organized. In 1947, the official names of the two schools became Pasadena City College and John Muir College. During the 1953-54 school year, the Pasadena Board of Education elected to change the local school system organization, and as a result, the two community colleges were merged into Pasadena City College, serving the freshman and sophomore college-level years. In 1966, the formation of the greater Pasadena Area Junior College District was approved and became effective on July 1, 1967. Community College District. Pasadena City College, governed by a seven-member Board of Trustees, is the single community college in the Pasadena community college district composed of six adjacent school districts: Arcadia, La Canada, Pasadena, San Marino, South Pasadena, and Temple City. Curricula. Pasadena City College, serving a large, urban population, offers a wide range of programs in general education, transfer and professional education, occupational, continuing education, and community leadership and services. Articulation agreements with southern California colleges and universities provide acceptance of all Pasadena City College transfer program credits. Pasadena City College is extremely active in providing occupational curricula for its students-~in 1972 over 60 two-year programs were offered for day and evening students. Pasadena City College is fully accredited by the Western Association of Schools and Colleges. Organization. The president of Pasadena City College, who is also the superintendent of the community college district, is the chief 38 administrative officer of the school. The president is assisted by a vice-president, who heads the deans and directors in the various functional areas. The Administrative Dean for Instruction is the head of all academic programs, and supervises the 14 departments of the school. The following departments, with total faculty members as indicated, are utilized at Pasadena City College: Department Number of Full-time Faculgy Art . 22 Business 27 Communication 19 Engineering and Technology 25 English 28 Foreign Languages 15 Life Sciences 27 Mathematics 18 Music 13 Nursing 26 Men's Physical Education 15 : Women‘s Physical Education 14 Physical Sciences 22 Social Sciences _§1 Total 308 .gglden West Collegg Golden West College is a large, new community college located in North Huntington Beach, California, approximately 50 miles southwest of central Los Angeles. 39 The initial plans for Golden West College were started in 1961 by the District's five member Board of Trustees in response to projec- tions that the decade ahead would witness great growth in the District's population and prospective enrollment. In the fall of 1966, Golden West College officially opened its doors, with an initial enrollment of over 5,000 students. Community College District. Golden West College is a public community college of the Coast Community College District, a tax- supported educational district belonging to the people of the Orange County coastal area. As the second college of the district, Golden West functions in an educational partnership with Orange Coast College, located in nearby Costa Mesa, California, which was established in 1947. Golden West College lies in a highly industrialized and fast-growing district: population figures for 1970 show more than 405,000 persons living in the district. The college mainly serves the coastal communities of Huntington Beach, Seal Beach, Westminister, Fountain Valley, Sunset Beach, Midway City, and Surfside, but also draws students from other areas of California, the nation, and several foreign countries. Curricula. The curricula at Golden West are designed to provide several needs for students: general education requirements, occupational- technical education for students seeking employment, remedial education for students needing special assistance, education for the disadvantaged, transfer education for students seeking advanced degrees, and life-long education for residents of the community. Classes are offered in both daymandevening sessions on a year-round basis. Over 30 semi-professional and technical programs are available, with partnership agreements with Orange Coast College, and with the support of district and community resources . 40 Full acceptance of transfer credits is permitted through articulation agreements with state colleges and universities. Golden West is fully accredited by the Western Association of Schools and Colleges. Organization. The instructional program at Golden West is organized into eight divisions, with each division having a chairman, who is under the guidance and direction of the Dean of Academic Affairs, the chief administrator under the president of the college. The eight divisions, with the total faculty in each division, are given below: Division Number of Full-time Faculty Business 17 Communications 27 Fine and Applied Arts 15 Health Sciences 16 Mathematics and Sciences 23 Physical and Recreational Education 14 Social Science 21 Technology _lZ Total 150 Glendale College Glendale College is a small, public community college located in Glendale, California, a small residential community located approximately 10 miles northeast of central Los Angeles. Glendale College was founded in 1927 to serve the needs of the people in the Glendale Union High School District which includes the La Crescenta, Glendale City, and Tujunga School Districts. The school was founded as Glendale Junior College and from 1927 to 1929 conducted classes in the 41 buildings of Glendale Union High School. From 1929 to 1936, the school was housed in another building of the school district, and then in 1936, a permanent site of 119 acres was acquired for the present college. In 1936, the Glendale Junior College District was dissolved as Such and became part of the new Glendale Unified School District--a situation that remained until July, 1970. On April 20, 1971, the Board of Education adopted a resolution changing the District name to Glendale Community College District. Community College District. Glendale is the only community college of the district and has come under separate district governance since 1970. The population and service area of Glendale College includes only 4 school districts, none of which are heavily populated. Curricula. Glendale College offers many comprehensive programs in general education, college transfer courses, remedial and refresher education, and continuing education. A strong community service and continuing education program is offered, with ample opportunities for extended day students to enroll in specialized programs and courses. Glendale College is fully accredited by the Western Association of Schools and Colleges and approved under the regulations of the California State Department of Education and the California Community Colleges. 1 Organization. Glendale College is organized into 10 instructional divisions and supervised by the Administrative Dean for Instruction who reports directly to the President. The activities and programs of each division are coordinated by a division chairman. The ten divisions, with total faculty in each division, are: 42 Division Number of Full-time Faculty Biology 5 Business 9 Fine Arts 11 Health and Physical Education 10 Language Arts 19 Physical Science and Mathematics 12 Social Science 19 Technical Education 9 Aerospace Technologies 6 Vocational Nursing ._43 Total 104 Los Angeles Southwest College Los Angeles Southwest College is a small, new public community college located on Western Avenue in the southwestern part Of Los Angeles. Los Angeles Southwest College was opened in September, 1967, as a result of efforts by many groups and individuals and as the result of $2‘million being granted by the Los Angeles Board of Education. .As originally conceived, Los Angeles Southwest College was set up as an interim college--with temporary buildings and facilities being used until a permanent site and adequate funding were established. As of 1973, the original location and buildings were still in use; however, a substantial capital allocation was secured in order to establish permanent buildings within the next five years. Part of the impetus to establish Los Angeles Southwest College in 1967 came out of the social unrest and civil disorders which occurred 43 in southwest Los Angeles, with the open conflict in the Watts District being the most dramatic of the problems existing in the area. High unemployment, a large minority population, and the lack of a nearby community college were other factors which also underscored the need to establish a community college for local residents. Community College District. Los Angeles Southwest College is a member of the Los Angeles Community College District, 8 large district with over 100,000 students and eight community colleges which include: Los Angeles City College, East Los Angeles College, Los Angeles Harbor College, Los Angeles Pierce College, Los Angeles Trade-Tech College, Los Angeles Valley College, West Los Angeles College, and Los Angeles Southwest College. Originally, and until 1969, the community colleges in the Los Angeles area were controlled and operated by the city-wide Board of Education which had at that time K-14 responsibility. After 1969, a separate community college district was formed with ultimate responsibility for control and governance of the eight community colleges within the district. Curricula. Los Angeles Southwest College, accredited by the Western Association of Schools and Colleges, is a co-educational institution, offering both transfer and occupational programs. A wide range of occupational programs including one and two-year technical—vocational programs are offered and all California four-year colleges and universities accept Los Angeles Southwest's transfer program credits. Emphasis at Los Angeles Southwest is placed upon providing a high degree of flexibility in curriculum and program planning. Several options are available for students at Los Angeles Southwest, including an Individualized Instructional Program in English and math, a Modular 44 Scheduling Program whereby courses may be completed on a flexible, block- time approach, and other options such as off-campus television classes, and remedial courses. Los Angeles Southwest operates on a year-round basis with two regular semesters and two six-week summer sessions. The school also has an extended day program in which evening class offerings are made available in all academic and occupational areas. Organizational Structure. The eight community colleges in the Los Angeles Community College District are centralized in terms of the basic managerial functions of planning, organizing, and controlling. The community college district is headed by a Chancellor whose responsibilities include all eight community colleges in the district. Under the Chancellor is an Executive Vice-Chancellor and other administrative officials. Los Angeles Southwest College is organized into academic divisions and departments for purposes of governance. These divisions and depart- ments, with faculty members indicated, are: Division of Business, Behavioral and Social Sciences Departments: Business and Secretarial Science History and Political Science Child Development and Home Economics Psychology Sociology WV {:Iu>a~oa Total 45 Division of Humanities and Communication Departments: Art 3 English and Journalism 14 Foreign Languages 3 Music 4 Speech 3 Total 27 Division of Mathematics, Science, and Physical Education Departments: Earth and Physical Sciences 6 Life Sciences 7 Mathematics 10 Men's Physical Education 3 Women's Physical Education 3 Technology _43 Total 33 Division of Nursing 9 Total for College: 94 SELECTION OF FACULTY MEMBERS Since this study was limited to full-time teaching faculty who had taught at least three years at their present community college, the initial step undertaken by the researcher was to obtain a faculty list from each community College. Faculty lists contained in the 1972-73 catalog of each community college were examined. However, this list was of limited value in that the faculty lists were based upon the previous year's list, and with one exception, no information was provided on the length of employment of each faculty member. Contacts were made with administrative personnel from each school and interviews were obtained with the chief academic officer of each As a school, usually the Dean of Instruction or his representative. result of these interviews, and through the assistance of clerical 46 personnel at each institution, a current faculty list and information on length of service was obtained. The faculty lists obtained were current as of the beginning of the second semester, 1973 or approximately January, 1973. Faculty lists obtained from each community college were categorized by divisions or departments indicating the faculty in each department or division and the chairman of each area. QUESTIONNAIRE A questionnaire was used as the primary document in obtaining information on the background of the faculty, their participation in inservice education, and their attitudes and opinions on the value of inservice education and the level of institutional support and incentives provided for participation in inservice education. A questionnaire was prepared following the advice and guidance of the researcher's dissertation committee. Assistance was obtained on format, usability, appearance and other factors of concern regarding the questionnaire. Also, guidance was given by personnel associated with California State University, Los Angeles, and University of California, Los Angeles (UCLA) community college training programs. A copy of the final questionnaire used in this study is given in Appendix C. Pilot Study Based on the assistance noted above and the researcher's investigation into current research and studies relevant to this topic, a pilot questionnaire was prepared and given to 20 selected faculty 47 members, five from each community college. Each community college instructor was contacted by phone and was informed of the purpose of the questionnaire, asked to complete the document, to review the information requested for clarity and correctness, and to list any other criticisms of the instrument. A copy of the pilot questionnaire was then mailed to each of the 20 faculty members. Seventeen of the pilot questionnaires were returned and based upon the responses noted, changes were made in the questionnaire format. Printing and Mailing of Questionnaires Prior to the initial mailing of the questionnaires, the researcher requested and received authorization to use California State University, Los Angeles (the researcher's employing institution) letterhead for purposes of the cover letter to be mailed with each questionnaire. (See Appendix D.) It was felt that use of this letterhead stationery would be of assistance in obtaining returns from respondents. The cover letter sent with each questionnaire stated the purpose of the study, gave an overview of its importance, and requested the assistance of each faculty member in completing and returning the questionnaire. An addressed envelope was also enclosed for returning the completed questionnaire. Because of the length of the questionnaire, a printer was employed to reduce the type and make the instrument pleasing in appearance and mechanically simple. The questionnaires, with cover letter and return envelopes,were mailed to all faculty members on.April 19, 1973. Although all instructors were informed that the results of their responses would be treated confidentially by the researcher, a numerical coding system was utilized 48 by the researcher in order to classify responses by college and depart- ments within each college. The use of the coding system, in this case, was not felt to be detrimental in obtaining responses; in fact, out of a total of 573 questionnaires mailed, only two instructors overtly objected to this procedure. Follow-up Mailings A first follow-up letter was prepared and mailed to all faculty members who had failed to return the questionnaire by May 17, 1973, a period of approximately four weeks after the initial mailing. This follow-up letter (See Appendix E) consisted of a short, half-page letter further requesting the faculty member's assistance in completing and returning the questionnaire. A second follow-up mailing was sent on June 2, 1973, approximately two weeks following the first follow-up request. A last appeal for assistance was made (See Appendix F) and another copy of the questionnaire with a return envelope were enclosed with this letter. This was the final attempt to obtain responses from the faculty members. Return of Questionnaires As questionnaires were received by the researcher, they were categorized by community college and department or division within each college and checked for completeness of responses. In some cases, information was omitted from the appropriate space provided, or additional comments were made to amplify individual responses. A total of 426 (or 74.3 percent) of the questionnaires were deemed usable as indicated in the following summary: 49 ‘ Number Number Percent Usable as School Population Returned Usable Part of Population Pasadena City College 264 212 204 77.3 Golden West College 136 98 94 69.1 Glendale College 94 77 76 80.8 Los Angeles Southwest 79 S6 52 65.8 College Totals: 2;; 22%. gig PERSONAL INTERVIEWS Interviews with Community College Administrators Personal interviews with community college administrators were used as the primary source of obtaining information on the type and level of organizational support for inservice education, including such components as internal policies regarding inservice education, sponsorship of such activities, faculty incentives or reward systems to encourage participation, and the overall organizational posture toward faculty inservice education. Initially, an interview was obtained with the chief instructional or academic official of each community college, usually titled Dean of Instruction or Administrative Dean. From information received during these interviews, other college officials who were either directly or indirectly involved in any phase of inservice education were contacted and interviews obtained from them. Also, during these interviews permission was obtained to conduct interviews with selected faculty members from each community college. All of the interviews conducted by the researcher were tape recorded with the permission of the interviewee. Other documents or materials, useful in examining institutional support of inservice education, were obtained during or subsequent to these interviews. 50 Interviews with Community College Faculty Personal interviews with community college faculty were used as the primary source in obtaining information on faculty participation in informal inservice education. Also, interviews were used to obtain information on innovations and changes in teaching behavior within the past three years with data on the cause or initiating stimuli of such changes and data on the administrative support of innovative teaching techniques and participation in inservice education activities. The process of obtaining faculty interviews to complete this phase of the study involved these steps: 1. Each of the four community colleges were analyzed with regard to the divisional or departmental organization plan presently existing in accordance with the plan of obtaining an interview with at least one faculty member for each division or department. (All four community college faculty lists were classified as to departments or divisions.) 2. Faculty members were selected from each division or department and verified to determine that the selected instructor was (a) employed in a full—time teaching position during the 1972-73 school year, and (b) that the faculty members selected had taught full-time at his/her present community for at least three years. The selection process involved assigning random numbers to faculty and then selecting a faculty member from each department or division. 3. After permission was obtained to conduct the personal interviews from college officials, each faculty member was contacted by the researcher and an interview was scheduled at the faculty member's convenience. All interviews conducted by the researcher were based upon a structured interview procedure, using the interview guide as given in Appendix G. The interviews were tape-recorded, unless specifically objected to by the faculty member being interviewed. 51 In summary, the following are the total interviews conducted with community college administrators and faculty for this study: Community Collggg Pasadena City College Golden West College Glendale College Los Angeles Southwest College Totals: Faculty Members 14 10 L. W 3 3 it» Total 17 13 11 CHAPTER IV THE FINDINGS AND ANALYSIS OF DESCRIPTIVE CHARACTERISTICS OF RARTICIPANTS AND THEIR REPORTS AND OPINIONS OF FORMAL INSBRVICE EDUCATION ACTIVITIES This chapter contains the findings and analysis of the descriptive characteristics of the participants: their reports on the frequency and value of participation in formal inservice education activities; and their reports and opinions on the value of incentives for parti- cipation in inservice education. The data for this chapter were obtained from questionnaire responses by the participants. DESCRIPTION OF THE POPULATION From the original population of the study, a total of 443 instruc- tors responded to the questionnaire. 0f the 443 questionnaires returned, 17 were not usable, leaving a total of 426 questionnaires upon.which the data analysis was made. ex I“ Sixty-three percent of all respondents were males, as shown in Table 1. Glendale College had the largest percentage of male respon- dents, with 55 males or 72.4 percent. Of the four schools, Los Angeles Southwest had the greatest percentage of females, with 57.7 percent of their respondents being female. 52 TABLE 1 DISTRIBUTION OF COMMUNITY COLLEGE INSTRUCTORS BY COMMUNITY COLLEGE ACCORDING TO SEX Pasadena City Golden West Glendale L.A. Southwest College College College College* Sex: Number Percent Number Percent Number Percent Number Percent Male 130 63.7 63 67.0 55 72.4 22 42.3. Female 74 36.3 31 33.0 21 27.6 30 57.7 TOTALS 204 100.0 94 100.0 76 100.0 52 100.0 * L.A. refers to Los Angeles in this table and subsequent tables. Age Classification of survey participants by age groups yielded the distribution shown in Table 2. The largest number of participants for all schools were in the two age groups of 36-45 and 46-55, with these two groups accounting for 271 respondents, or 63.6 percent of the total. The 25 or under age group showed a small distribution, caused in part by the exclusion of faculty members who had taught less than three years. The two oldest community colleges, Pasadena City College and Glendale College, had the largest distribution in the 56 or older age group, with Pasadena City College having 44 faculty (21.6 percent) and Glendale College having 14 faculty (18.4 percent) in this category. 54 TABLE 2 DISTRIBUTION OF COMMUNITY COLLEGE INSTRUCTORS BY COLLEGE ACCORDING TO AGE GROUP Pasadena City Golden West Glendale L.A. Southwest Age College College College College Group: Number Percent Number Percent Number Percent Number Percent 25 or under 1 .5 l 1.1 0 0.0 O 0.0 26-35 26 12.7 29 30.9 21 27.6 12 23.1 36-45 58 28-4 42 44.6 19 25.0 18 34.6 46-55 75 36.8 21 22.3 22 29.0 16 30.8 56 or 44 21.6 1 1.1 14 18.4 6 11.5 older TOTALS 204 100.0 94 100.0 76 100.0 52 100.0 Teaching Loads Responses indicating the teaching load of participants is summar- ized in Table 3. Those instructors who were teaching less than nine units were excluded from the study, leaving the three categories listed in the table. The greatest number of units taught by Pasadena City College, Golden West College, and Glendale College instructors was in the 13-15 unit category. The largest number for Los Angeles Southwest faculty was in the 16 or more unit category, with nearly half (46.2 percent) of the respondents being in this category. Criteria for the determination of "full-time" teaching varied within the four schools surveyed and also within the academic 55 departments of each institution. Normally, a minimum of 12 units was required as the base teaching requirement; however, as noted in Table 3, seventy percent or more of the respondents from each community college were teaching more than 12 units. Determination of teaching load was primarily based on class size, subject area taught, and total number of contact hours for each course taught. This distribution of teaching load appears to be in agreement with the statement of Thornton: Teaching assignments in community colleges tend to approximate 15 credit hours of teaching per term; there is some variation, both from one college to another and in some colleges between subject fields, between 12 and 18 hours. Because of different load values assigned to laboratory or performance classes, it is likely that shop, science, fine arts, and physical education teachers will have fewer credit hourt and a greater number of assigned student contact hours. TABLE 3 DISTRIBUTION OF COMMUNITY COLLEGE INSTRUCTORS BY COLLEGE ACCORDING TO NUMBER OF UNITS PRESENTLY TEACHING Pasadena City Golden West Glendale L.A. Southwest College College College College Units:a Number Percent Number Percent Number Percent Number Percent 9-12 44 21.6 27 28.7 12 15.8 10 19.2 13-15 88 43.1 45 47.9 42 55.3 18 34.6 16 72 35.3 22 23.4 22 28.9 24 46.2 or more TOTALS 204 100.0 94 100.0 76 100.0 52 100.0 8 - "units" refer to the credit hours assigned for each course on a semester basis. 1Thornton, Jr., 92. cit., pp. 140-141. 56 Highest Academic Degree Earned The distribution of respondents according to highest academic de- gree earned is contained in Table 4. A very small percentage (2.9 percent) of the respondents had less than a Bachelor's degree, with these faculty being primarily in a vocational or technical teaching area in which they possessed expertise gained through personal work experience or technical study. The range of faculty possessing a Bachelor's degree was from 7.4 percent at Pasadena City College to 13.5 percent at Los Angeles South- west College. A large majority (77.8_percent) of the respondents possessed a Master's degree, the usual minimum academic degree required for community college teaching. (The Master's degree is the base requirement for teach- ing in a California community college--no additional special credential or certificate for community college teaching is required.) Golden West College had the greatest distribution of faculty with a Master's degree (86.2 percent) and Los Angeles Southwest College the lowest of the four schools surveyed, a figure of 75 percent. Approximately 14 percent of the faculty at Pasadena City College possessed the doctorate, while Golden West College had the fewest respon- dents in this category, with 5.3 percent. AbOUt nine percent 0f the respondents from Glendale College had earned doctorates. In this case, the two older schools (Pasadena City College and Glendale College) had the greatest number of faculty with earned doctorates. 57 TABLE 4 DISTRIBUTION OF COMMUNITY COLLEGE INSTRUCTORS BY COLLEGE .ACCORDING TO HIGHEST ACADEMIC DEGREE EARNED Pasadena City Golden West Glendale L.A. Southwest College College College College Degree: Number Percent Number Percent NUmber Percent Number Percent Less than B.A. 5 2.5 O 0.0 4 5.3 3 5.8 B.A. 15 7.4 8 8.5 9 11.8 7 13.5 MNA. 156 76.4 81 86.2 56 73.7 39 75.0 Ed.D. 7 3.4 3 3.2 1 1.3 l 1.9 Ph.D. 21 10.3 2 2.1 6 7.9 2 3.8 TOTALS 204 100.0 94 100.0 76 100.0 52 100.0 Degree Aspirations Classification by degree aspirations yielded the distribution shown in Table 5. The greatest percentage of respondents from all institutions were not presently working toward an academic degree. The range in this category was from a high of 82.8 percent at Pasadena City College to a low of 67.3 percent at Los Angeles Southwest College. Two factors that could explain the higher distributions for Pasadena City College and Glen— dale College would be the age and earned degree distributions for these two institutions: both schools had the greatest number of faculty in the 55 and over age group and the earned doctorate categories. Few respondents reported either working on a bachelor's or master's degree, a situation explained by the fact that over 77 percent of all respondents indicated that they already possessed a master's degree. A larger percentage of faculty were working toward the doctorate: Golden 58 West College had 25 faculty members (26.6 percent) working toward either a Doctor of Education or Doctor of Philosophy degree, with Los Angeles Southwest having the next largest percentage in these categories, a total of 19.3 percent. In comparing the four community colleges, a greater number of faculty at Golden West College and Los Angeles South- west College (the two newer schools) indicated working toward a doctorate degree than faculty from Pasadena City College or Glendale College. The percentage of respondents working toward a doctorate revealed a potentially greater percentage of doctorates than has been reported in other studies. Siehr, g£_gl., reported that seven percent of the 2,783 faculty members in 429 community colleges he surveyed held a doctorate2 and GraybealB, in a 1970 study, reported that 6.2 percent of the faculty he surveyed held the doctorate. Kelly and Connolly4 listed the distribution of degrees as reported in 11 studies since 1918 and found about 9 percent of the community college faculty had attained the doctorate. 2Hugo E. Siehr, et al., Problems of New Faculty Members in Community Colle es, East Lansing: Michigan State university, 1963, p. 9. 3William S. Graybeal, "Faculty and Administrative Salaries, 1969- 1970", Junior College Journal, August/September 1970, pp. 8-12. 4 M. Frances Kelly and John Connolly, Orientation_for Faculty in Junior Colleges, Washington, D. C.: American.Association of Junior Colleges, 1970, p. 5. 59 TABLE 5 DISTRIBUTION OF COMMUNITY COLLEGE INSTRUCTORS BY COLLEGE ACCORDING TO DEGREE ASPIRATIONS Pasadena City Golden West Glendale L.A. Southwest College College College College Degree: Number Percent Number Percent Number Percent Number Percent None 169 82.8 64 68.1 57 75.0 35 67.3 B.A. 2 1.0 O 0.0 1 1.3 2 3.8 M.A. 7 3.4 5 5.3 9 11.9 5 9.6 Ed.D. S 2.5 5 5.3 3 3.9 3 5.8 Ph.D. 21 10.3 20 21.3 6 7.9 7 13.5 TOTALS 204 100.0 94 100.0 76 100.0 52 100.0 Egigary and Secondary Teaching Areas The responses obtained revealed that a large majority of the fac- ulty members (274) from the four community colleges did not teach in a secondary or minor teaching area. By definition, secondary teaching area referred to a subject matter field, other than that given as a primary area, in which the faculty member had some teaching responsi- bilities. Table 6 lists a breakdown of responses from faculty as to whether or not they were teaching in an area other than their primary teaching area. Responses to this question were varied in that subject matter areas reported as the primary teaching area were sometimes broad and included several teaching or subject matter areas. Accord- ingly, the researcher attempted to categorize only those responses which were clearly defined and ascertainable. This table also contains a category of responses deemed not classifiable. 60 The responses obtained from all institutions revealed that a range of from 53.8 percent (Los Angeles Southwest College) to 70.2 percent (Golden West College) of faculty surveyed were not teaching in a secondary area. Conversely, Los Angeles Southwest College had the largest percent of faculty teaching in a secondary area (28.8 percent), with the other three schools ranging from 16.0 to 19.6 percent of the faculty teaching in a secondary area. TABLE 6 DISTRIBUTION OF COMMUNITY COLLEGE INSTRUCTORS BY COMMUNITY COLLEGE ACCORDING TO PRIMARY AND SECONDARY TEACHING AREAS Pasadena City Golden.West Glendale L.A. Southwest Teaching College College College College Areas: Number Percent Number Percent Number Percent Number Percent Primary _ Only 134 65.7 66 70.2 46 60.6 28 53.8 Primary & Secondary 40 19.6 15 16.0 15 19.7 15 28.8 Not Classi- fiable 30 14.7 13 13.8 15 19.7 9 17.4 TOTALS 204 100.0 94 100.0 76 100.0 52 100.0 Legg£h_of Community College Teaching The classification of faculty by length of full-time community college teaching experience is shown in Table 7. This table contains the distribution of faculty according to six categories, ranging from 3 years' teaching experience to 21 or more years‘ teaching experience. 61 In comparing responses from faculty at the four institutions, a specific pattern appeared to emerge. Both Pasadena City College and Glendale College (the two oldest schools) had a large percentage of faculty who had taught at the community college level for ll-or~more years. Pasadena City College had a total of 102 faculty (50.0 percent) in these categories while Glendale College had 30 faculty (39.6 per- cent) in these same categories. In comparison, the two newer schools revealed an exceptionally small number of faculty with ll-or-more years' teaching eXperience, with Golden West College having 13 faculty (13.8 percent) and Los Angeles Southwest College having no faculty in these categories. The greatest number of respondents at Pasadena City College, Golden West College, and Glendale College was in the 6-to-10 year category, while Los Angeles Southwest had its largest amount of faculty in the 4-to-5 year category. Consequently, faculty from the two newer schools had less community college teaching eXperience than did faculty from Pasadena City College and Glendale College. 62 TABLE 7 DISTRIBUTION OF COMMUNITY COLLEGE INSTRUCTORS BY COLLEGE ACCORDING TO LENGTH OF FULL-TIME COMMUNITY COLLEGE TEACHING (AT.ANY COMMUNITY COLLEGE) —r Pasadena City Golden West Glendale L.A. Southwest College College College College Years: Number Percent Number Percent Number Percent Number Percent 3 16 7.8 28 29.8 12 15.8 9 17.3 4-5 34 16.7 22 23.4 15 19.6 23 44.2 6-10 52 25.5 31 33.0 19 25.0 20 38.5 11-15 42 20.6 8 8.5 10 13.2 0 0.0 16-20 24 11.8 5 5.3 10 13.2 0 0.0 21 36 17.6 o 0.0 10 13.2 o 0.0 or more TOTALS 204 100.0 94 100.0 76 100.0 52 100.0 Length of Teaching at Present Community Collegg The data obtained on length of teaching at present community college is shown in Table 8. Only three categories of responses were applicable for respondents at Golden West College and Los Angeles Southwest College, due to the newness (f these institutions. The largest number of respondents at Pasadena City College, Golden West College, and Glendale College were in the 6 to 10 year category, while more faculty at Los Angeles Southwest College (46.2 percent) had 4 to 5 years of teaching than any other time length. Just over 25 percent of the faculty from Pasadena City College had taught for 16 or more years at their present school; 23.7 percent at Glendale College had taught a similar length of time. Thus, the faculty 63 at Pasadena City College and Glendale College had a high degree of longevity at their respective institutions: over 60 percent had taught for 6 or more years. TABLE 8 DISTRIBUTION OF COMMUNITY COLLEGE INSTRUCTORS BY COLLEGE ACCORDING TO LENGTH.OF TEACHING AT PRESENT COMMUNITY COLLEGE Pasadena City Golden West Glendale L.A~ Southwest College College College College Years: Number Percent Number Percent Number Percent Number Percent 3 21 10.3 34 36.2 15 19.7 13 25.0 4-5 32 15.7 24 25.5 15 19.7 24 46.2 6-10 53 26.0 36 38.3 18 23.7 15 28.8 11-15 45 22.1 N/A - 10 13.2 N/A - 16-20 25 12.3 N/A - 8 10.5 N/A - 21 or more 28 13.6 N/A - 10 13.2 N/A - TOTALS 204 100.0 94 100.0 76 100.0 52 100.0 Previous Teaching Experience (Other than Community College) As shown in Table 9, the respondents had a wide range of previous teaching experience at levels other than the community college level. Because many teachers had previous teaching experience at more than one IQVEI. the percentage calculations were generated using the base of the total respondents from each school, as indicated in the footnote to Table 9. The largest previous teaching category for all schools was at the high school level, with Los Angeles Southwest College having 61.5 percent 64 TABLE 9 DISTRIBUTION OF COMMUNITY COLLEGE INSTRUCTORS BY COLLEGE ACCORDING TO PREVIOUS TEACHING EXPERIENCE (other than community college teaching) Pasadena City Golden West Glendale L.A. Southwest Exper- College a College College College ience: Number Percent Number Percent Number Percent8 Number Percent8 None 63 30.9 33 35.1 11 14.5 6 11.5 Elem. Sch. 13 6.4 7 7.4 4 5.3 4 7.7 Jr. High 43 21.1 5 5.3 22 28.9 17 32.7 High Sch. 88 43.1 42 44.7 35 46.1 32 61.5 4-year College 59 28.9 23 24.5 26 34.2 13 25.0 Other: Military 4 2.0 2 2.1 l 1.3 0 0.0 Private School 4 2.0 0 0.0 3 3.9 2 3.8 Business 3 1.5 l 1.1 0 0.0 0 0.0 Hospital 5 2.5 0 0.0 0 0.0 2 3.8 a - Total percent is over 100 because many reapondents had previous teaching experience in more than one area. (32 respondents) indicating previous teaching at this 1eve1--the largest of the four community colleges. Pasadena City College, with 43.1 percent (88 respondents) indicating previous teaching at a high school, had the lowest percentage of faculty at this level. However, all four schools revealed the greatest classification of previous teaching at the secondary 65 level, a fact well-documented in previous community college research. In a 1968 study by Phair,5 he reported that 36 percent of new full-time faculty in the California community colleges had previous secondary teaching experience. Also, the results of studies by Birnbaum,6 and Medsker and Tillery7 also revealed the largest previous teaching area as being at the high school level. Two other categories of responses--junior high and four-year college levels-~also revealed large distributions at all four institutions with the exception of Golden West College in the junior high category. The overall response pattern suggests that the initial, preservice pre- paration obtained by many of the respondents in this study probably had been directed toward teaching on a level other than that of community college teaching. A further breakdown of the average number of years of previous teaching experience in each category is contained in Table 10. This table indicates that the greatest average number of years of previous teaching experience was at the high school level for respondents from all four community colleges, ranging from an average of 3.7 years for Pasadena City College faculty to an average of 4.2 years for Glendale College faculty. 5 Phair, 22, cit., p. 48. 6Birnbaum, pp. cit., p. 35. 7Medsker and Tillery, _2, cit., p. 89. 66 I'll :Hmsuoz Hmuorfi o H a 9N a N; m in S m.m ma a.m om m.m mm m.m mm ommHHoo Hummus Na 2 ma 2 .2 n ma 3 swam Sass mummmwwo usefisz madam mo umnssz mums» mo nonssz enema mo soaesz Hfio>og uwM 0 .oz .w>< .oz .w>< .oz .w>< owes uww 0. . owmgfioo oonHoo wwmmfioo : m a a 3358 “$3 $38 .38 «1.2.88 Aowuafioo muwcsesou cmcu posro onHDHHHmzH modm H< mozmHmmmxm mo mm o ooH ecu w.» ca N.¢H mN o.~ N n.~m on 0.0m Hm oocouomsou \cofiuco>cou o.co~ sow ~.m~ Na o.w~ mm 0.0 ma m.~m no H.0H mm susuuuusH 0.000 «2 ~.S 00 0.2 3 +3 0 0.3 00 0.00 mm 029.8: 0.03 sou 0.0 S 0.2 00 0.0. 0 0.0.0 as 0.3 0... 3260 000:8 uaouuom yonasz uaouuom nonasz unwouom nonazz unwouwm Monasz ucoouum wonE:z unsouom wanes! ”zuw>auo< mA¢Hoe asoaxaa paw: waouum cad: waouum uuommsw o>fiuuoaa=maaoz 0w o>wuuoamsm ma omwaaoo auaaseaou wmwaaoo huwcaaaoo uuqmmmw mo souuon ZOHHMMmZH 2H ZOHH¢NHOHHM 0 02 e0 «.0 0 0.0 a 0.0 0 0.00 00 0.00 00 3:33.80 . \aoHu:o>coo o 03 e0 0.: S 0.0 N 0.0 0 0.00 aw 0.00 00 33305 0.000 00 0.0 0 10 a 0.0 0 0.00 00 0.00 0... 02.2.83 0.02 .3 0.0 0 0.0 0 0.0 0 «.00 S 0.00 00 8.58 «0330 unsouom noses: usuuuom wanasz ussuusm noossz uaoouom honesz ucoouom wonasz uasouom nonasz "muw>fiuo< mAwuuodnsmusoz mu o>Huuomm=m ma owozoo 33:53:00 09.300 03050-000 anomasm mo acumen ZOHHMNmzH 2H ZOHH . . . . a. 00 S 0.00 00 0053080 . 0 000 on n 00 0 0 00 00 m n 0 \000000>=00 0.000 on 0.00 mm 0.00 0m n.00 0 0.0 m 0.00 0 000000000 ,0 0.000 00 0.0a 0N 0.00 00 0.00 00 0.00 0 0.00 00 00503003 .8 0.000 on 0.0 m 0.00 on 0.0N 00 0.00 00 n.00 00 000000 0000000 0000000 000802 ucoonom uoaaaz uaouwom 000502 0000000 000502 0000000 honsaz 0000000 Monabz ”50000000 mAdHOH 0300300 000: 000000 . 000x 000000 0000000 o>0uuommsmusoz 00 o>0uuomasm 00 0000000 000008800 0000000 000005500 0000000 no 000000 zenyfiosam m0H>mMmZH zH onydeoHsm¢m mom Hmommpw 00u000000 00 0000000 000002600 30: 0:800 0>0u000000c002 00 0000000 000005500 u0ommmw 00 000000 00000000 000uo< 0000000 000000000000 000000000> 0000000000. \00000000>0o0 000000000 00000003 000000 0000000 "0000000< onhduaam MUH>MMmZH 20 ZOHHoum on masons no>audoo¢a rauaoavaw uszu aowuaufiumau coco us zuasosw as Moses: no woman uo>wuaou=a mo weaxcsm n a n TS . n n o «a m n o.nn an n h.@ ma o>eoa asoausnnsm n Tao . mm o o S 3 o 9% mm m 1.: 9: $433.25 388m a« usage: concouocn a . . 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NI W .3... tuzv 3qu SNIzV $75 “.3332 wonHoo omeHoo wmeHoo owuHHoo umo3cu=om .<.A onucme one: covHoo huwo acopmwmm :oNum Nowuum mo osHm> mmmHHH>HHO< ZOHHmmmzH A OH w¢ mZOHszo .mHzmozommmm ho Hmommm 0N me Hmaowumoavm afloauao>soo .mwocmuowaou Hwaowmmwwoun um oodmvdwuu< Amvousufiumaw we cowuwamaoo AwVHNCfiEwm \Amvmosmxuos aw sofiuoqfiufluumm momuaoo huam uno>wd=\owwaaoo o>moq ccmam:am>w coca ccmuoeoum now accqtcatc< atcstccta< aumamm :H huw>fiuo¢ Hmofiuonnom hufiaomw weasomoa cofluonopwmcoo \sofiumnwuwuumm MOM oEMH owoouosH :H unwfioz vooaoom vmmmouosH ou noumaom ommonm pomoouocH mamsomxm we humuoaaus ucmemuanEHom A.>ufi>fiuom we omzu some now =o>flw wH o>fiucwodfi “30% you omwaaoo zuficaEEOU Mach an NH xon wumwum0pamm xumso ommaamv novw>oum was :wm>fiuswu:H: .COMumoapo oow>uomcfi CH cowunmwofluumm chofiuDUHumcw wCHsoHHow saw mo n%no MM .cowsz .N 0 DD 0 .0 151 Do you feel that incentives should be given by the community college to encourage instructors to participate in inservice education? Yes No M Undecided If your answer is "yes", which of the following incentives do you feel should be provided: Increase in salary Temporary release time for attendance/participation Reimbursement of expenses for attendance/participation Increased consideration for promotion I I Reduced teaching load Increased weight in faculty evaluation Sabbatical leave ll! Other (please specify) 152 APPENDIX D CALIFORNIA STATE UNIV ERSITYO LOS ANGELES 515] STATE UNIVERSTIY DRIVE LOSANGELFSCALIFORNIA 90032 SATILK )L OF BUSINESS AND ECONOA ”(‘8 April 19, 1973 Dear Fellow Educator: I am seeking your help in gathering information regarding the inservice educational activities that community college instructors participate in. As part of my doctoral requirements at Michigan State University, I am attempting to investigate various areas of inservice education to develop a model of inservice education that could best meet the needs of faculty members today. With many new developments in education occurring rapidly today, it is extremely difficult for all of us to keep abreast of these many changes. However, because of this important need, I am interested in examining how a community college might best sponsor and promote various types of inservice education to assist faculty members in obtaining new skills and knowledge. Would you assist me in this endeavor by completing and returning the enclosed questionnaire? An addressed envelope is enclosed for your convenience. Please feel free to answer all questions openly as your responses will be treated confidentially. Thank you for your help. Cordially, David J. Hyslop, Asst. Professor Business Education 502 South Tower enclosure 153 APPENDIX E 1313 Huntington Drive Apartment 10 South Pasadena, CA 91030 May 18, 1973 Dear Fellow Educator: Approximately three weeks ago you were mailed a questionnaire requesting information on inservice education. Since many responses have not been received, I am writing this follow- up letter to again ask for your assistance in completing and returning the questionnaire. I have tried to make the document very easy to complete--within a minimum of time. Would you please take 5 minutes of your time to complete this questionnaire. Thank you very much! If you have already completed and returned the questionnaire, please disregard this letter, and thank you for your assistance. Cordially, David J. Hyslop Asst. Professor, Business Education California State University, Los Angeles 154 APPENDIX F CALIFORNIA STATE UNIVERSITY: LOS ANGELES 5151 STATE UNIVERSITY DRIVE LOS ANGELES, CALIFORNIA 00032 SCHOOL OF Bl SWISS AND CU lNOMICS June 2, 1973 Dear Community College Educator: I know that you are extremely busy, finishing up the semester and administering final exams. But...could you give me just §.minutes of your valuable time to complete the enclosed questionnaire? I hope you could assist me in this research, as your help is crucial in obtaining sufficient data to complete the study. Almost all questions asked of you can be answered by a "check," thus requiring a minimum of your time and effort. Also, all responses will be treated as confidential. I have enclosed a return envelope for your convenience. Won't you please take a few minutes from your busy schedule and complete the questionnaire? Cordially, David J. Hyslop, Asst. Professor Business Education 502 South Tower enclosure P.S. Please disregard this letter if you have already returned the questionnaire...and thanks so much for your help! .- 155 APPENDIX C QUESTIONS FOR PERSONAL INTERVIEWS A. INFORMAL INSERVICE EDUCATION ACTIVITIES 1. Since June 15, 1970, have you participated in any informal inservice education activities such as? a. Committee or study group: b. Consultation or discussions with other faculty regarding teaching methods or content: c. Personal investigation into new or innovative teaching methods from: (1) Local community people: (2) Outside resource people (such as guest speakers, business and industry personnel, textbook company representatives, etc.) d. Demonstration or observation of new technique(s): e. Departmental or other meeting regarding teaching methods or content: 156 f. Evaluation of teaching performance by: (1) Self evaluation: (2) Student evaluation: (3) Evaluation by other personnel (such as administration): g. Significant travel that contributed to your teaching ability: h. Other activities: (1) (2) (3) (4) Since June 15, 1970, how frequently have you participated in the above activities: Activity Frequency of Participation a. Committee or study group b. Consultation or discussions with other faculty c. Personal investigation into new or innovative teaching methods: (1) Local community people (2) Outside resource people d. Demonstration or observation of new techniques e. Departmental or other meeting 157 f. Evaluation of teaching performance: (1) Self Evaluation (2) Student Evaluation (3) Evaluation by other personnel g. Significant travel h.' Other: (1) (2) (3) (4) 3. How important do you think these activities were in improving your teaching ability? Activity Degree of Importance Con- Great Un- None Little siderable Deal decided a. Committee or study group w“__ _________ .—__—— b. Consultation or dis- cussions ____ _____ c. Personal investigation (1) Local community people __ ______ _________ (2) Outside resource people _____ _______ __________ ______ d. Demonstration or observation _____ e. Departmental or other meeting f. Evaluation of performance (1) Self evaluation __________ ._____ (2) Student evaluation _________ _____ (3) Other Evaluation _________ ._____ 158 g. Significant travel b. Other (1) (2) (3) (4) B. CHANGES IN TEACHING BEHAVIOR 1. Since June 15, 1970, what new changes or new techniques have you (or are you) used (using) in your classroom teaching? 8. 2. What prompted or caused you to adopt these new changes? Reason for Change Change a. b. c. d. e. 159 INNOVATIONS IN TEACHING TECHNIQUE 1. Are you presently involved in a method of teaching which is different from the traditional technique or approach? If so, what method is this? What prompted you to use this new technique? To what degree, if any, does your department/division chairman or the school administration in general stress that you use innovative teaching techniques? To what degree, if any, does your department/division chairman or the school administration in general stress that you participate in inservice education activities? 160 modflowom moonoaom .cm .mhnm codewoaom - nowpaa Haaoom $3205 m .noso: 995 m .32 wsamnsz on was [252. r a a _ e _ noosowom owonwnwA nose m.wnw meowvoo onq nwaoHOb Amewam Jnoonwwcm ldnnsaoo unofiwnnm pad n00fi>nom Hmcowp losnpnnH mo noon npronnemnH how soon QPHpohpwwnweod enocfimonm oowb pcoowuonm Assesses wv accesses mo venom Phone nowpmNHcmmno HanowPOSHanw m XHQZHmm< “oonHoo Mpflo mnemmnmm 161 om Hence» Awe oonowom Isonoom moonowom moosowom ”Magoo d3 08 a . when a new: seesaw W _ _ mesa womend ozoneoo a scam lensesoo _ wnonflmsm _ noweosnpanH Mo smog .pnnd .zmnwmemm oesousoa go some anomfimonm 1“ Awnoneoe mv fr. mooemnhe mo venom phage cowemnflnmmno HmQOAPoznpwnH H mezwdm¢ "mmmHHoo HWog Condom 162 APPENDIX J JOB DESCRIPTION, DIRECTOR OF LEARNING RESOURCES, GOLDEN WEST COLLEGE Under the general direction of the Dean of Academic Affairs, the Director of Learning Resources has the following responsibilities: 1. Maintains an awareness of learning problems experienced by students and organizes, develops or identifies appropriate resources and instructional strategies which may be used by the faculty to solve those problems and to increase the potential for learning. Maintains broad familiarity with educational developments and technologies and assists and encourages faculty in the selec- tion and application of those techniques appropriate to the college's educational program. Responsible for the development, organization, and operation of special instructional and training programs designed to involve the faculty in emergent and unique educational programs. Supervises the preparation of faculty proposals and prospecti leading to financial support of experimental and innovative programs. Works with the College Librarian to relate the development and management of media resources and services to those of the Library. Assists the Dean of Academic Affairs and the President in relating instructional programs of the college to business, industry and governmental agencies of the area, and to institu- tions of higher education offering programs leading to the baccalaureate degree. Coordinates and administers the functions of the Audio-Visual Center, Computer Communications Center, Instructional Materials Center, and Media Center to assure the best possible service to the educational programs of the college. Makes recommendations to the President for annual budget requirements necessary to the operations and services provided by the department and maintains and coordinates budgets. Maintains records, prepares reports and coordinates educational research designed to evaluate innovative, educational programs. 163 10. Serves as a member of the Council on Curriculum and Instruction, the President's Cabinet, and the Instructional Technology Committee of the office of Educational Development. 11. Maintains a close cooperative liaison with the Telecommunica- tions Center, the office of Educational Development, and the Instructional Media Center at Orange Coast College. Additional duties may be performed by the Director of Learning Resources on assignment by the Dean of Academic Affairs. —i— 164 .APPENDIX Ki JOB DESCRIPTION, ASSOCIATE DEAN 0F INSTRUCTION GOLDEN WEST COLLEGE Under the general direction of the Dean of Academic Affairs, the Associate Dean of Instruction provides supervision and coordination of instruc- tional services, as well as direct assistance to selected administra- tive func t ions . His assignments support line administration, and include services and responsibilities as follows: 1. Assists faculty in the improvement of student learning, and cooperates with administration in the supervision and evaluation of instruction. Assists faculty in coordinating faculty requests and bookstore distribution of texts and supplementary teaching materials. Assists faculty by means of pre- and in-service meetings and workshops variously designed to strengthen institutional purposes, or to improve communication among segments of the college, or to provide opportunities for professional growth. Assists division chairmen in the development of the schedule of classes, and prepares the final exam schedule. Assists the President in relating instructional programs of the college to business, industry and public agencies of the area, and to institutions of higher education offering pro- grams leading to the baccalaureate degree. Assists administration in the development and preparation of official bulletins, materials, and guides such as the college catalog, personnel and operational handbooks, and such other communications as are essential to the life of the college. Assists administration in the programming of technical advisory committee meetings, citizens advisory committee meetings, professional workshops, and faculty meetings. Assists administration in the preparation of reports, surveys, and other materials as needed. Assists administration in the coordination and assignment of college facilities for instructional, community service, and recreational purposes. IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIl-l__ 10. Serves as a member of the President's Cabinet and the Council on Curriculum and Instruction, and maintains continuous liaison with divisions and other groups to facilitate internal working relationships among segments of the college. 165 ll. .Maintains a close working relationship with the.Director of Learning Resources in areas of assistance to the faculty. 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