EDLD 8434: Journal Article Critiques

Journal Article Critiques 7-9

Jeff Patty
EDLD 8434 The Community College
Spring Semester 2014
Dr. Barry Dotson

EDLD 8434: Journal Article Critiques

EDLD 8434: The Community College
Spring Semester 2014
ABSTRACT CRITIQUE 7
Topic: Learning Communities
Source Title: Galileo
Author(s)/Editor(s): Dimitra Lynette Jackson, Michael J. Stebleton, Frankie Santos
Lannan
Chapter/Article Title: The Experience of Community College Faculty Involved in a
Learning Community
Journal/Book/Publication Title: Community College Review
Publisher: SAGE Publications, Thousand Oaks, CA
Volume/Issue: Vol. 41, No. 1
Date: January 1, 2013
Page(s): 3-19
Website:http://libez.lib.georgiasouthern.edu/login?
url=https://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ995848&site=eds-live
Materials Presented:
This article represents the findings from a study conducted of learning communities, in
particular the outcomes associated with the faculty. While learning communities have been a
growing trend nationally and are obviously primarily focused around improving student
outcomes, this analysis focuses on the outcomes associated with how the faculty might benefit.
Learning communities are designed so that two or more courses are linked or intentionally
integrated in terms of learning objectives and shared assignments. This study conducted at a
Midwestern community college indicated several benefits of faculty participation, including
greater empathy for and awareness of students, the development of authentic relationships with
students, enhanced engagement in the larger campus community, and active collaboration and
professional development with faculty colleagues across disciplines. Results of the analysis
from participating faculty members demonstrated the following improvements: greater empathy
for and awareness of students, the development of authentic relationships with students,
enhanced engagement in the larger campus community, and active collaboration and professional
development with faculty colleagues across disciplines.
Reaction:
There has been definite success tied with properly created learning communities on the
part of student advancement and retention. This study takes a look at the unintended
beneficiaries, the faculty. It is really exciting that faculty and staff who participate closely with
learning communities can also gain from the experience. This is a revelation for improving how
faculty interact with students and one another as faculties of an institution. Hopefully, this will
encourage additional faculty members to consider being a part of this growing trend, as this
evidence points to mutual satisfaction and gains for both the students and faculty alike.

EDLD 8434: Journal Article Critiques

EDLD 8434: Journal Article Critiques

EDLD 8434: The Community College
Spring Semester 2014
ABSTRACT CRITIQUE 8
Topic: Access and Success
Source Title: American Council on Education
Author(s)/Editor(s): Cathy A. Sandeen
Chapter/Article Title: Attainment in America: Where We Go From Here
Journal/Book/Publication Title: American Council on Education
Publisher: American Council on Education, Washington, DC
Volume/Issue:
Date: May 1, 2013
Page(s):
Website: http://www.acenet.edu/the-presidency/columns-andfeatures/Pages/Attainment-in-America.aspx
Materials Presented:
This article focuses on the need for more work around the fourth A (attainment) of the
four As, access, affordability, accountability, and attainment. The author suggests the need for
more postsecondary attainment of degrees. In order for the United States to maintain our
position as a world leader, postsecondary attainment must be improved, both in the ways we
process degrees and in the actual degrees awarded. This article proposes that we must create a
new paradigm shift in higher education in how degrees are awarded, the types of degrees,
looking beyond degrees to additional layers of credentialing, the systems in which degrees are
awarded, and maybe most importantly, how the people running the systems think about the
whole concept. Some of the methods this can be accomplished are: looking beyond the
bachelors degree, shifting our focus from inputs to outcomes, thinking beyond institutional
borders, fully utilizing technology, making better use of faculty time, and preparing students to
thrive in both the marketplace and life.
Reaction:
I think the author makes some very strong arguments in favor of attainment. Legislators
and administrators seem to be primarily focused lately on accountability due to shrinking funds
and competing stakeholders. One of the biggest problems may exist around attainment. Those
that are getting bachelors degrees are finding jobs difficult to come by. Are these the right
degrees? Should we be looking past the bachelors degree? What is the value of the current
degree? Is there a need for more advanced degrees or further credentialing? Students are
entering college less prepared and thus often times leave college with a degree that maybe does
not hold the same value as it once did. Furthermore, did the students actually learn skills
necessary or todays jobs? Also, how do we adapt to the changing technology demands in a
timelier manner? We are falling behind as we study the technology. By the time someone makes
a decision, the technology has likely already changed again.

EDLD 8434: Journal Article Critiques

EDLD 8434: The Community College

Spring Semester 2014
ABSTRACT CRITIQUE 9
Topic: Part Time Faculty Community College Transfer
Source Title: Galileo
Author(s)/Editor(s): M. Kevin Eagan Jr., Audrey J. Jaeger
Chapter/Article Title: Effects of Exposure to Part-time Faculty on Community
College Transfer
Journal/Book/Publication Title: Research in Higher Education
Publisher: Springer Science & Business Media B.V., Dordecht GZ, Netherlands
Volume/Issue: Vol 50, Issue 2
Date: March 2009
Page(s): 168-188
Website:http://libez.lib.georgiasouthern.edu/login?
url=https://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=36087871&site=eds-live
Materials Presented:
In this article, the authors look at the effects of increased exposure to part-time faculty
instruction. The increasing use of part-time faculty to meet the enrollment demands and
flexibility part-timers offer is a widely debated topic. Acceptable levels are constantly being
scrutinized. While administrators like the monetary payoff from savings, academia questions the
effectiveness of this increasing usage of part-time instruction. As students continue to enter
college with fewer credentials and often in need of lengthy remediation, what is the result when
these students take their coursework at an increasing amount from part-time instructors?
Through hierarchical generalized linear modeling (HGLM), the authors findings indeed indicate
students are less likely to transfer to a four-year college or university in proportion as their
exposure to part-time faculty increases.
Reaction:
This study, if a true indicator of the outcomes being experienced nationwide at all
colleges, should be a cause for alarm bells. While administrators are forced to balance the
budget, perhaps the use of part-timers past a certain threshold is not the wisest of choices. While
higher education is desperately trying to improve both retention and graduations rates, along with
more students pursuing at the minimum a bachelors degree, there is need for even further
increased credentialing in most circles of thinking. There is already sufficient evidence that
proves the disconnect with students that many untrained part-timers pose on the college campus.
Their start/stop usages and lack of actual face time on campus is among the biggest challenges.
New programs are being tested to more fully acclimate faculty into the culture of the institution,
but their part-time nature does no one any favors. Part-timer faculty and staff are very important

EDLD 8434: Journal Article Critiques

to the livelihood of institutions and must be properly utilized in order to help both the institution
and the students in which they serve.