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Case Study Practicing Faculty Leadership
Case Study Practicing Faculty Leadership
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Description/Paper Instructions
Chapter 6 Case Study Practicing Faculty Leadership
The chapter began with a review of the current status of faculty demographics, a preview of faculty preparation, and development programs, and concluded with the current status of faculty diversity and benefits of faculty diversification. The specific challenges and opportunities were discussed.
The case study that follows chapter content contains many of the contextual elements of this chapter. In analyzing the case study, pay particular attention to how myths, perceptions, and misnomers about faculty, in general, can hinder the practice of leadership in the community college. Also consider how factual information on the status of faculty can lead to a credible resolution.
President & Superintendent Francisco Rodriguez Mira Costa Community College Oceanside, California
When Language and College Policies Collide
Background-
Lincoln Valley Community College (LVCC) offers a friendly, welcoming atmosphere where excellence is the standard, diversity is celebrated, and students come first. LVCC offers a vibrant intellectual environment with a multicultural student body of 20,000.
The college serves a student population composed of 35 percent Hispanic/Latino, 20 percent Asian American, 15 percent African American, 2 percent Native American, 22 percent White, and 6 percent international students. The gender makeup of the campus is 60 percent female and 40 percent male.
Despite its size, at LVCC commitment to providing a quality education remains a top priority. As such, students enjoy personalized attention from their professors with a faculty–student ratio of 18:1. LVCC is launching its first associate’s degree program in administration studies.
The program is an interdisciplinary degree, a joint venture between the business and government departments. Students enrolled in the program can have a concentration in business/industry or in public affairs. Many entry-level employees have taken advantage of this program in order to meet new university employment requirements and to attain salary increases.
The students seeking admission into the administration studies program are highly diverse in terms of race/ethnicity and gender, reflective of the campus student demographic makeup. The program is the first generalized administration program offered in the district. Its charge is to build the next cadre of visionary leaders.
As a result, it has received a great deal of press, even being featured by local television stations. If successful, other district colleges will be offered an opportunity to launch similar programs in the coming years. This program is also unique in that it is the only academic program on campus that has its own placement test.
Students who desire to enter the program must take one year of general education courses and pass the test to “officially” be granted formal admittance to the program. The content of the test was informed by core curricular areas (e.g., introduction to business, introduction to government) previously taken by students, and thus serves as a culminating exam to ensure students gained the knowledge necessary to be successful in the program.
Statement of the Problem You are a tenure-track assistant professor at the college and have been given the opportunity to coordinate the program. This is your first administrative role and you hope that it can serve as a platform to transition into higher levels of academic affairs administration.
As a new coordinator, ← 143 | 144 → you are striving to implement the placement test, which is scheduled to be administered in one week. The elements of the test include:
(a) a timed written examination (students will be given 6 hours to complete an exam designed to be completed in a 3-hour period);
(b) students choose in advance whether they will write an examination essay specific to their concentration of choice (e.g., business/industry or public affairs);
(c) on-site lunch break allowed (students may bring their own lunch, however lunch will be provided); discussions of examination are prohibited during the break;
(d) evaluation rubric shared with students prior to the examination;
(e) eight faculty (three assistants, 2 associates, and three full-time faculty) will serve on the placement examination’s grading committee; each exam will be read by two faculty members; in the event that these two disagree on the outcome to be assigned, a committee consisting of you and the chairs of the business and government departments will render a final decision; and (f) possible outcomes are:
(1) Pass or (2) Fail. If students fail, they must wait one full year to retake the examination. Michelle King is an older, returning student with a vast amount of practical experience in the field of administration. She is also an English Language Learner (ELL). Currently, she works at the college full time and is well respected by her peers.
She has even received the staff member of the year award for her exemplary service to the college. However, due to new requirements for her post, which necessitate (at a minimum) an associate’s degree, she is concerned that she will receive a pink slip or be terminated if she does not meet this new requirement.
Though she is not required to receive her degree in administration studies, her immediate supervisor has strongly recommended it. During her first year as a student, Michelle excelled in both her introductory to government and business courses.
She is viewed by the faculty as a good student with a track record of getting straight A’s in her classes. Upon the completion of her first year of coursework, she has complained extensively about the fairness of the procedures relevant to the placement exam. This sentiment has intensified two weeks prior to the scheduled exam.
She feels the timed element of the exam is unfair to ELL students and has been increasingly adamant about requesting that extra time be granted to ELL students. To further complicate matters, a considerable ← 144 | 145 → number of part-time faculty members support this demand; however, most tenured/tenure-track faculty do not.
The college has a reputation for meeting the needs of its ELL students, and for many of the students seeking enrollment in the program, this was one of the primary reasons (focus on equity) they sought enrollment in the administration studies program.
However, upon you seeking clarity and guidance from the chairs of the government and business departments, and even the provost, it was apparent that existing policies on equity are ambiguous, at best. Accommodations are mandated for disability students and no reference is made to accommodations for ELL students. As the program coordinator, how would you resolve
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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