Dallas County Community College District

With increasing emphasis on accountability in higher education, the value of faculty professional development continues to gain traction across campuses. Prompted by growing accreditation, assessment, and accountability measures, higher education institutions must provide evidence of faculty compliance with requirements that are tied to professional development. This is as true for community colleges as well as for four-year institutions. External and internal pressures for continuous improvement in teaching necessitates institutional commitment to understanding faculty perceptions and acceptance of high-quality professional development. Community colleges need to gain faculty acceptance of and participation in professional development in order to achieve fidelity to institutional instructional goals and initiatives. This chapter investigates community college faculty buy-in and support for professional development and considers cogent and relevant literature related to faculty professional development within the contemporary American community college setting.

Abstract This chapter addresses how Latinx students and their families understand the process of going to and choosing to attend a community college.

Abstract Using an original representative national survey, data were gathered on the ways colleges have responded to student hunger through the provision of campus‐based food banks.

In an effort to identify factors leading to success, this writer and his col league surveyed a number of high- achieving high school students, as well as GED students and young prison inmates. While their findings may not be surprising, they are impor tant for all educators—and parents—to keep in mind.

New Directions for Community CollegesVolume 1992, Issue 79 p. 39-47 Article To walk on water: Challenges for community college faculty Nancy Armes Lecroy, Nancy Armes Lecroy Nancy Armes LeCroy is consultant to the chancellor of the Dallas County Community College District and has served as executive director of the American Association of Community and Junior Colleges Commission on the Future of Community Colleges.Search for more papers by this authorKay McClenney, Kay McClenney Kay McClenney is vice president of the Education Commission of the States and has served as a consultant on the American Association of Community and Junior Colleges Commission on the Future of Community Colleges.Search for more papers by this author Nancy Armes Lecroy, Nancy Armes Lecroy Nancy Armes LeCroy is consultant to the chancellor of the Dallas County Community College District and has served as executive director of the American Association of Community and Junior Colleges Commission on the Future of Community Colleges.Search for more papers by this authorKay McClenney, Kay McClenney Kay McClenney is vice president of the Education Commission of the States and has served as a consultant on the American Association of Community and Junior Colleges Commission on the Future of Community Colleges.Search for more papers by this author First published: Autumn (Fall) 1992 https://doi.org/10.1002/cc.36819927907Citations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume1992, Issue79Autumn (Fall) 1992Pages 39-47 RelatedInformation

This paper prepared for presentation at the Southwestern Social Science Association Annual Convention, March 28‐31, 1990. The purpose of this article is to explore the development and production of a college‐level telecourse in United States government and make preliminary evaluation of its validity. Currently used in eighty‐seven colleges, it is anticipated that more than 300 colleges and universities will utilize this telecourse by January 1991.