A STUDY OF POST COVID EFFECTS ON PRIVATE COLLEGES: A SPECIAL REFERENCE TO COLLEGE FACULTY MEMBERS IN TIRUCHIRAPPALLI CITY

The Covid-19 impact was everywhere, which resulted in the closure of Schools and other educational institutions. Work life balance and stress are the main players in this situation, they are studied and analyzed precisely to understand the difficulties of the faculty members. When there is a imbalance in work-life balance, it will affect the satisfaction level of both personal and professional life, then it will cause low productivity and increase stress. Due to the pandemic, work from home method was implemented for many professions. By comparing IT sector work from home jobs, teaching profession has much difficulties. Educational institutions have the important responsibility to develop the nation by developing the students. Except educational sector other sectors have some period of time to operate their functions, but education sector should be sustainable in any situation to assure and secure the future of the nation. Initially, most governments have decided to temporarily close the educational institutions to reduce the impact of Covid-19. Later it was reopened, which increased the number of infection rates and then closed again. This study was conducted to analyze the impacts faced by the private college faculty members in Tiruchirappalli district after the pandemic surge. By conducting this study, 140 responses were collected and analyzed using F test statistical tool.

Do I really have to Teach them to Read and Write? Education Equity Mindset and Teaching Literacy across the College Curriculum

Reading and writing are fundamental skills students need to succeed in college, making literacy development an issue of education equity. The literacy skills can be content-specific, indicating faculty members across disciplines need to support student development of appropriate literacy skills. The extent to which faculty members support student literacy development is likely associated with their literacy-focused education equity mindset. The goal of our research was to document the mindset of faculty members across multiple disciplines. We gathered a combination of quantitative and qualitative data from 345 college faculty members using a survey. We found variations in the mindset strength between disciplines by the number of students taught, gender, and age. Overall, the faculty members held a moderate literacy-focused education equity mindset. The findings have implications for student inclusion, retention, and completion.

Mentoring Guides for U.S. College Faculty and Administrators in Culturally Diverse Settings

The purpose of this paper is to provide answers to the following research questions: Is effective mentoring a function of culture, learning or hereditary, birth/ nature? Or are people born with certain traits that make them more effective or better mentors than others or is it based on learning or socialization/ nurture?; Is cross gender or cross-racial more effective than mentoring based on demographic similarities characteristics? Are there some types or techniques or practices of mentoring that are more appropriate or more suitable to some demographic groups or populations – women, blacks and other racial minorities etc. than others? This paper defines mentoring, discusses competing schools/ theories of mentorship, as well as typologies of mentoring approaches. The paper concludes that multiple/ group mentoring approach is indicative of the new trend in the business; and that while each mentoring technique or model supplements or complements the other, multiple mentoring styles or systems tend to present the best possible path to achieving efficiency and effectiveness. Finally, it recommends appropriate mentoring strategies and techniques to improve mentoring that include programs that take into account demographic similarities between mentors and protégés, gender and race-based norms, stereotypes and discrimination, as well as cultural diversity.

Making Sense to Make Change: How Community College Faculty Perceptions of Math Contextualization Shape Instructional Change

Objective: In numerous calls for reform to community college math instruction, contextualization has been identified as an effective approach to teaching and learning. Yet, little is known about how faculty contend with math contextualization and how they make decisions about its adoption. This study explored how community college faculty teaching math make sense of contextualization as a result of related professional development, and how faculty make decisions about whether to apply contextualization to teaching math as they make sense of contextualization and other individual or organizational factors. Method: This study adopted a case study approach, drawing upon interviews, observations, and professional development materials from two large, comprehensive 2-year colleges in a Midwestern state. Results: Findings revealed five themes under two main umbrellas: making sense and making change. Three interconnected themes comprised making sense: orientation to contextualization, prior teaching and field experiences, and dual identities as teacher and learner. Two themes characterized making change: external and structural constraints of implementing contextualization and comfort level in operationalizing contextualization. Contributions: This study illuminated the complex process of faculty sensemaking of math contextualization, and how this sensemaking, in light of individual and organizational factors, shapes their decisions around math instructional change.

A Call to APSA Part 2: Bring in Community College Faculty

ABSTRACT This article uses data from a 2018 survey conducted by the American Political Science Association Committee on the Status of Community Colleges in the Profession to make specific policy recommendations for how to better reach out to and incorporate political science faculty teaching at community colleges into the association.

A Call to APSA Part 1: Learn about Community College Faculty

ABSTRACT This article summarizes research on the profession of community college faculty generally and data gathered from a survey of political science faculty teaching at community colleges nationwide conducted in 2018. The purpose of the article is to educate the discipline about what life is like for faculty at two-year schools and specifically how political science faculty at these schools perceive their role.