Reprinted with
permission from:
Community College
Journal of Research and Practice, 17:459-471, 1993.
_____________________________________
HIDDEN
CHARACTERISTICS OF EFFFCTIVE
COMMUNITY COLLEGE
TEACHERS
Glenn
DuBois
Genesee
Community College
This
article explores faculty viewpoints, values, and behavior regarding faculty
student interaction in and outside of the classroom.
The
research is qualitative in nature, consisting of systematic observations
of five effective community college
faculty members interacting with students in the classroom, supplemented with
open‑ended interviews of faculty.
The
results of the study validate earlier research on effective college teaching
and suggest additional “hidden characteristics" that help to explain why
some professors are particularly effective. These characteristics are
significant in that they have not been previously reported. Attention is
shifted away from just looking at a teacher’s command of the subject,
organizational skills, and rapport with students. Characteristics such as
charisma and altruism also come into consideration, bringing forth the concept
of teacher as messiah.
For these faculty, teaching
is more than an occupation: it’s dedication to leave the world a better place,
an opportunity to make a difference in another’s life, a chance to enhance
one's own life.
* *
* * * * *
* * *
The
purpose of this article is to add to the understanding of effective community
college teaching by focusing on faculty‑student interaction.
Specifically, this article explores faculty viewpoints, values, and behavior
regarding faculty‑student interaction in and outside of the classroom;
and discusses the viewpoints of effective community college faculty with
respect to the meaning they derive from faculty‑student interaction.
The research was
qualitative in nature consisting of systematic observations of five effective
community college faculty interacting with
students in the classroom, supplemented with open-ended interviews of faculty.
A
primary aim of this study was to understand effective community college
teaching from the point of view of faculty who have distinguished themselves as
good teachers. Rather than to test hypotheses, an objective of this study was
to develop hypotheses concerning effective community college teaching and
faculty-student interaction.
BACKGROUND
Many
professional teachers and administrators in community colleges are concerned
with the improvement of teaching. Dozens of books have been written about the
improvement of undergraduate teaching in the last decade including the Determining
Faculty Effectiveness (Centra, 1980); The Essence of Good Teaching (Ericksen,
1984); Mastering the Techniques of Teaching (Lowman, 1984); The Craft
of Teaching (Eble, 1988); and Teaching as Leading (Baker, Roueche
& Gillett-Karam, 1990). At the core of most criticism in higher education
is the assertion that effective education requires close working relationships
between faculty and students (Wilson, Gaff, Dienst, Wood, & Barry, 1975;
Ellner & Barnes, 1983; Chickering & Gamson, 1987; Eble, 1988). Drawing
on years of research, Chickering and Gamson (1987) pointed out that frequent
faculty-student contact is the most important factor to student motivation and
involvement. Mounting evidence suggests that frequent contact between faculty
and students is the key to reducing student attrition (Miller, 1985; Chormin
& Goldsmith, 1986), helps to improve students’ grades (Hudesman, Avramides,
Loveday, Waber, & Wendell, 1983) and facilitates students’ academic and
personal growth and satisfaction with their overall college experience
(Pascarella, 980; Ender, Einston & Miller, 1984). Two points, however, are
not clear. How do effective faculty members interact with students both in and
outside the classroom, and what perspectives do faculty members have toward
this interaction?
According to The Chronicle of Higher
Education (1990), nearly half the students enrolled in higher education
attend community colleges. The faculty at these colleges have significant
teaching and advising responsibilities (Seidman, 1985; Baldridge, Curtis,
Ecker, & Riley, 1978). Community colleges are often referred to as
“teaching institutions” with a student-centered faculty (Baker, Roueche, &
Gillett-Karam, 1990; Seidman, 1985). The notion of student-centeredness
"permeates the community college” (Seidman, p. 86). Faculty members are
believed to put teaching first and the discipline second (Vaughan, 1988). They
have no significant research responsibility and spend most of their working
time teaching, offering guidance, and holding office hours. Many community
college faculty are concerned about the high number of students who drop out of
their classes and programs. For years, community colleges have proclaimed
themselves “open door” colleges, but it is clear that many community colleges
have “revolving doors,” where students drop out as easily as they drop in
(Vaughan, 1988). As few as 10% of community college students receive in
associate's degree within two to five years of entering the school
(Breneman & Nelson, 1985). Many students in community colleges are
academically unprepared, deficient in basic academic skills (English,
mathematics, reading), and unsure of long‑term career goals; and they
often choose majors inappropriate for their abilities (Astin, 1976; Pantages
& Creedon, 1978, Everitt, 1979; Rugg, 1982).
Some
faculty stand out as particularly effective in the community college context in
spite of these problems. The idea that effective teaching is a phenomenon
found in the relationships between teachers and students merits further
attention, especially in the community college where students are more diverse,
often academically unprepared , and more likely to drop out.
EFFECTIVE TEACHERS: A REVIEW OF THE
LITERATURE
One
of the most widely respected and widely read authorities on the subject of
college teaching is Kenneth Eble. In The Craft of Teaching, Eble (1988)
claimed that research on the characteristics of effective teaching, dating from
early in the century to the present, has arrived at
consistent findings:
Most studies stress knowledge and organization
of subject matter, skills in instruction, and personal qualities and attitudes
useful to working withstudents. If personal characteristics are emphasized in a
study, good teachers will be singled out as… enthusiastic, energetic,
approachable, open, concerned, imaginative, [with a] sense of humor. If the
mastering of a subject matter and good skills are emphasized, good teachers are
masters of subject, can organize and emphasize, clarify, point out
relationships, can motivate students, pose and elicit questions and are
reasonable, imaginative and fair in managing the details of learning. (p. 21‑22)
Drawing
from years of research on higher education, students, and faculty, Chickering
and Gamson (1987, p. 2) proposed seven characteristics of the effective
teacher: (a) encourages contact between students and faculty members; (b)
develops reciprocity and cooperation among students; (c) uses active learning,
techniques, having students talk and write about what they learn and relate it
to their background and daily lives; (d) gives feedback promptly; (e) emphasizes
time spent in class on particular tasks; (f) communicates high expectations;
and (g) respects diverse talents and ways of learning.
Joseph
Lowman, like Eble, offers a perspective on effective teaching. In Mastering
the Techniques of Teaching (1984), Lowman identified two dimensions to the
superb college teacher. Dimension one refers to an instructor’s ability to
generate intellectual excitement in the classroom. Dimension two is an
instructor’s positive interpersonal rapport with students. In Lowman’s words:
Superior college teaching involves two distinct
sets of skills. The first is speaking ability. This includes skill not only in
giving clear, intellectantly exciting lectures but also in leading discussions.
The second is interpersonal skills. Such skill allows one to create the sort of
warm, close relationships with one’s students that motivate them to work
independently, (p. 2)
According to Lowman, superb teachers are
outstanding in one of these sets of skills and at least competent in the other.
“Exciting teaching,” wrote Lowman, “is not merely acting or entertaining.” (See
also Kaplan, 1974; Meier & Feldhusen, 1979; Naftulin, Ware, & Donnelly,
1973; Perry, Abrami, & Leventhal, 1979; Williams & Ware, 1977; Eble,
1988.) Entertainment, argued Lowman, involves the stimulation of emotions and
the creation of pleasure for their own sakes. Outstanding teaching is
characterized by stimulation of emotions associated with intellectual activity;
the excitement of considering ideas, understanding abstract concepts, and
seeing their relevance to one’s life, and participating in the process of discovery.
EFFECTIVE
COMMUNITY COLLEGE TEACHERS
Using a qualitative and quantitative research
approach on the question of effective community college teaching, Baker,
Roueche, and Grillett-Karam (1990) found that effective teachers influence the
attitudes, beliefs, and behaviors of their students. According to the Baker
group, good community college teachers are good leaders:
The teacher does not convey or impart content.
Rather, the teacher instructs, motivates, influences and enables the student to
require content from the teacher, the text or any other source; and as students
become skilled at acquiring content, they learn. (p. 11)
The
Baker study expanded on previous work done by Easton, et al. (1985). According
to the Easton study, the effective community college teacher: (a) plans and
organizes goals, (b) shows respect and interest in students, (c) encourages
student participation, and (d) monitors student progress and responds
accordingly.
Studies
on effective college teaching have consistently arrived at similar conclusions;
however, little has been done with respect to the meanings effective community
college teachers take from their interaction with students.
RESEARCH DESIGN
The
faculty who participated in this study represented the best teachers at a
particular public New England community college, as measured by student
evaluations over a 5‑year period and by nominations from the Dean of
Academic Affairs and each faculty member's immediate supervisor.
The
methods used in this study were based on an interpretive perspective with data
generated by means of participant observation and in‑depth
interviewing. This approach can uncover idiosyncratic but nonetheless important
stories about people (Grant, Barnes, & Smith, 1983). Slice-of-life episodes
are documented through natural language. representing as closely as possible
what people think, how they feel, what they know, and how they know it. According
to Rist (1979), this method assumes that a more complete analysis
"can be achieved by actively participating in the life of the observed and
gaining insights by means of introspection" (p. 44).
In summary, this perspective
considers the construction of reality to be a normal activity by
which people tease
meaning out of the world, make sense out of it, and obtain some measure
of
satisfaction from it
(Berger & Luckman, 1967; Schutz & Luckman, 1973; Geertz, 1973;
Polansky, 1986).
RESEARCH PROCESS
Four
interviews were conducted with each of the five faculty members over the course
of the spring 1990 college semester. The interviews represent a detailed
examination of four general areas in their lives: (a) family/social history,
(b) experiences as a student, (c) becoming a com-munity college teacher, and
(d) experiences as a community college teacher.
Each
faculty member was also observed in class three times. Much of the class
observation time was spent looking at how each teacher interacted with
students, including ways in which the teacher involved students in the class
session and verbal exchanges between teacher and students.
Although the names of the faculty have been
changed, they shall be referred to as: Fred Dalton, Professor of Chemistry,
appointed in 1965; Arthur Nelson, Associate Professor of Business, appointed in
1979, Eve Engels, Professor of Behavioral Science, appointed in 1971; Walter
Harrington, Professor of
Mathematics, appointed in 1965; and Sharon Ferris, Assistant Professor of Early
Childhood Education, appointed in 1984.
RESULTS
With few exceptions,
these professors exhibited the following characteristics:
1. a strong command and organization of
their subject,
2. enthusiasm about their discipline and
class presentations,
3. an approachable and friendly style with
students, and
4. the ability to motivate students to
form goals and succeed academically.
Futhermore,
these faculty members:
1. spent a considerable amount of time in
preparing course presentations;
2. were talented in clarifying difficult,
subject matter,
3. were accessible to students outside of
class,
4. evaluated their students frequently and
always let them know where they stood with
respect to academic performance,
5. had a strong sense of commitment and
dedication to community college teaching,
6. understood that many community college
students came from troubled family
experiences and lacked academic skills,
7. were able to convey a strong sense of
presence in the classroom to elicit student attention
and stimulate student emotions,
8. never embarrassed or berated students,
9. encouraged student participation, and
10. saw themselves as student-centered
teachers.
These
findings are consistent with the research on effective teaching. But there is
more to this group of faculty than the above attributes to explain their
effectiveness. With a shift of focus from the attributes of effective teaching
to the character of the effective teacher, “hidden characteristics” emerge.
HIDDEN CHARACTERISTICS
Each
faculty member had similar life experiences that help explain their behavior.
These faculty members:
1. overcame childhood experiences of
hardship and became attracted to the helping
professions;
2. were inspired by past teachers;
3. have a distinct identity as
teacher/messiah; and
4. need students as much as, if not
more than, their students need them.
These
characteristics have not been extensively reported in the research literature.
Each of these traits is discussed in turn. Wherever possible, direct faculty
quotes are used to give the reader a portrait of faculty experiences and
perspectives. Discussion on these hidden characteristics is grouped under the
following subheadings: childhood biography, school biography, the profession,
and the need for an audience.
CHILDHOOD BIOGRAPHY: FROM HARDSHIP TO HELPING
All
of the faculty in this study previously experienced either academic failure,
family problems, low self‑esteem, or the sense that their lives were
going nowhere. They all overcame these barriers.
Fred
Dalton grew up on a farm in western Massachusetts, where his daily
chores competed with his time to play with the few other kids in the valley.
Fred was a highly gifted student. With little effort he outscored most of his
classmates. At an early age he planned to achieve a Ph.D. in chemistry, marry,
have two children, and live happily ever after. But his marriage did not
last, and, although still in his twenties, he terminated his doctoral studies
at Purdue and abruptly left for Alaska. It was in Alaska, after two years of
near solitude, that Fred came to accept his failures and established new goals.
Arthur
Nelson grew up in poverty. His school experiences were a succession of
dismal failures. He had no goals. no direction, and after a stint in the
Navy, drifted in and out of small jobs. He credits the relationships he built
with faculty and staff at Atlantic Community College for turning his life
around.
Eve
Engels was a brilliant child, always at the top of her class. But she never
knew what it was like to "be a kid" because she had to work in her
father's business from the age of four until she entered college. Being the
best in school was expected of her, and anything less than a grade of A
was "considered failure."
Walter
Harrington's parents were married and remarried to each other four times. He
grew up in poverty, without the ordinary things that other kids took for
granted. The family lived in a small shack and had no bathtub or family
car. Harrington was a brilliant student, however, winning every
scholastic award offered, including a full scholarship to Harvard.
Sharon Ferris had lived in six different
states by the time she reached the first grade. Making friends was terribly
difficult for her. School was also difficult because of her “low self-esteem.”
Constant relocation precluded any chance of forming lasting friendships. Her
first academic success came at a private high school, where her natural
intelligence was allowed to emerge.
All
of these faculty overcame adversity and, from their experiences, became
attracted to the helping professions. Harrington knew at an early age that he
wanted to teach:
I honestly don’t know
why, but from day one I wanted to teach. I wanted to stand in the classroom and
impart some of the things I thought I knew something about to people who didn’t
know anything about them. (March 5, 1990)
Early experiences of hardship partially
shaped the faculty members’ career aspirations. Such experiences also
influenced the ways these faculty think about and relate to students. According
to Nelson:
My whole philosophy…is to emphathize with the
student, and I find that there are so many people here that have such similar
backgrounds to myself as far as toubles in school…being below
middle-class…being out for a while, looking around, not knowing what to do and
then all of a sudden finding yourself back here at the school again. So there
are a lot of similiarities that I see between myself and the students that I
get here. It’s easy for me to empathize. (April 23, 1990)
Many community college students have
experienced adversity, failure, and low self-esteem. Dealing with students who
have low levels of aspiration is a common challenge at community colleges.
These faculty believe that “success breeds
success,” and they work hard at raising levels of aspiration. They recognize
the importance of the student-teacher relationship and point to teachers who
had a positive influence on their own lives.
SCHOOL BIOGRAPHY: THE INFLUENCE OF GOOD TEACHERS
The faculty clearly remember and talk about
the teachers who exercised a significant influence on them, and they use these
past teachers as role models. For Ferris, teacher praise was important:
I needed that praise from Mrs. Carpenter in the
11th grade. I really needed that praise to spur me on. (July 30,
1990)
Dalton
patterns his teaching after a chemistry teacher from his freshmen year at Middlebury
College, who not only challenged students but also made it clear what was
expected of them:
The thing I liked about him was that he was very
straightforward, and I think that is what people say about me . . . He made it
very, clear what you were expected to know . . . I considered him a model‑always,
have‑and I tailor a lot of the ways I approach my courses on the way he
approached his. (March 14, 1990)
Nelson's life took direction when he was a
community college student:
In high school I hated everything, and here I
liked everything. There was no one class I could pick out as favorite. I liked
them all. . . . . I just loved it. I had the best time. I met all kinds of
people. The teachers were great. And it was all the things that we hear from our
students now: how they wish they could stay here for four years instead of just
two. And I felt way when I was, here. (March 26. 1990)
All of these professors have tremendous
admiration for some of their former teachers who not only "made
Shakespeare come alive" or "caused poetry to seem wonderful,"
but also helped to raise students' level of aspiration. The faculty hasn’t
forgotten these past teachers, and they credit them for their success.
THE PROFESSION:
TEACHER AS MESSIAH
It
became clear from the interviews and class observations that these professors
are more than just good at teaching. They are also charismatic, altruistic,
and, at some level, see themselves as messiahs. Clarification is needed here on
the concept of teacher as messiah.
"Messiah"
means "a great liberator of a people." The world's greatest teachers
(e.g., Jesus, Buddha, and Confucius) were messiahs. Community colleges attract
many students who have experienced failure, drift, and alienation and often
look to a teacher for direction and inspiration. In this respect the teacher
fills a significant void in the student's life and it is, at some level,
messianic in nature. The community college classroom is the secular pulpit for
these teachers who, through their talents and charisma, motivate their
students' intellectual growth, evoke their students’ emotions, and improve
their students' self‑esteem. These talented faculty encourage
students to find meaning in their lives, a sense of purpose, a vision.
The teacher/messiah possesses a unique form
of altruism, an unselfish commitment to the welfare of the student, approaching
the Greek “agape”--unselfish love and concern for others. Teaching is an
ongoing passion.
Nelson talked about himself as liberator when
he said:
I think more than the
material that I teach in the classroom, I want to teach them somewhat of a philosophy on life . . . I want them to
leave here motivated to make themselves better, to go someplace in life, to
know that they have a potential to end up good, to be well off…and able to make
something of themselves. A lot of them don’t even know that they can do that
yet. They are not even sure why they are here. Many of them have been failures
at everything else that they have tried, and so if they can see success in some
small shape or form . . . I think in the long run that is going to help them be
better persons. I want them to have . . . a philosophy on life that, in
relation to being positive about themselves, they will not take advantage of
situations around them. (April 22, 1990)
Harrington remarked:
I said to my wife the
other day, “There is something rewarding about graduation day when one student
will come up and shake your hand and say 'thanks.' ” It sort of makes the whole
year worth it. You go away with a good feeling in your heart that you’ve done
something right . . . That makes the whole job rewarding. (May 16, 1990)
For the most part, the experiences faculty
have with students reinforce their identity as teacher/messiah. This suggests
that students have a tremendous influence on their teachers. Faculty come to need
their students as much, if not more, than students need them. Eble (1979)
talked about this dynamic when he said:
Teaching is the
presence of mind and person and body in relation to another mind and person and
body, a complex array of mental, spiritual and physical nets affecting others.
Moments of direct interaction expand into the lives of both students and
teachers, keeping alive the desire to learn and the will to make learning
count. (p. 8)
Teaching not only motivates the professor’s
desire to learn, but it also bring a strong sense of purpose to the teacher.
Students have the key roles in shaping the professor’s self-image.
SINGING,
PREACHING AND TEACHING: THE NEED FOR AN AUDIENCE
Like the singer/performer who needs fans and
the preacher who needs a congregation, the faculty need students. They all need
an audience.
Through their students, faculty solidify
their place in the world. They give
meaning to their existence and celebrate their lives as special. Teaching is
the way these professors stay in spiritual shape. It puts life in a meaningful
context; it gives perspective. Engels spoke about how important each class is:
Each
c1ass brings something else into my life and also helps me with my own
thinking, my own philosophy, my own ideas and attitudes about particular things
that are happening. (June 11, 1990)
These teachers begin to miss classroom
interaction when they have been away from it over a summer break. They get
excited about coming back to the classroom, where the success of a semester is
an unknown and the job ahead of them is difficult.
Teaching
strengthens their messiah identity. Through interaction with students, faculty
realize a sense of accomplishment; life takes on an added dimension of
importance and usefulness. A kind of immortality arises from knowing that other
lives have been changed for the better as a direct result of their influence.
Teaching is more than exciting for these teachers. It’s a raison d’etre,
and these faculty are thrilled and gratified to know that they are respected,
remembered, and often loved for their efforts.
SUMMARY
In
addition to the data about effective community college teaching, research
reveals “hidden characteristics” that distinguish certain faculty as
particularly effective. These hidden characteristics are, for the most, shared
by all the faculty in this study. These faculty members overcame hardship and
were drawn to the helping professions. Their choice to become teachers was partly
influenced by past teachers. They model their teaching after past teachers and
see themselves as messiahs with a special kind of devotion to students. To
carry out their perfor-mances, these teachers need a continual stream of new
students. And the more these students exemplify their own experiences, the more
excited and dedicated these faculty become. Whether they realize it or not,
these faculty have come to need their students.
For these faculty,
teaching is more than an occupation; it is, a dedication to leave the world
a better place, an
opportunity to make a difference in another's life, a chance to enhance one's
own life through a kind
of immortality, that of remembrance.
The
community college does not offer its faculty the status associated with the
university setting. But it does present an opportunity to reach a population
whose prospects for success may have been narrowed under stressful
circumstances. The rewards to be reaped are based on altruism and a sense than
one’s life holds special meaning for a special group. The effective community
college teacher is deeply gratified by knowing that he or she has invested in
another’s future and will be affectionately remembered for the effort.
IMPLICATIONS FOR
PRACTICE
This study is one of only a few studies on
effective community college teachers and their interactions with students.
Similar research at other colleges needs to be completed to provide the
opportunity to compare findings.
____________________________________
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