Marilyn Amey

This paper summarizes a project to determine the helpfulness of constructive/developmental theory in studying effective leadership. Grounded in social science research conducted by Piaget, Kohlberg, Perry, and others, the constructive/developmental leadership model has four stages. In the imperial stage, the individual's frames of reference are personal goals and agendas. At the interpersonal stage, individuals can reflect on others' interests and experience trust, commitment, and mutuality. Persons in the institutional stage have developed a subjective frame of reference allowing for self-definition in terms of internal values and standards, not merely connections to others. In the interindividual stage, end values have become the object and a "global" worldview becomes the organizing process. The constructive/developmental model was used to analyze transcripts from interviews across five institutional settings (small, private liberal arts colleges) to determine t...

value their autonomy. But their home department has a set of collective responsibilities involving other departments in the college, the university, and external constituent groups. Consider the following scenario. In a certain department faculty are judged individually to be very well qualified. Each person’s academic and other scholarly achievements can clearly be documented as meritorious. However, the collective activities and achievements of these individuals fall measurably short of their department’s collective responsibilities. More specifically, an individual might bring highly innovative concepts into an existing engineering course that are highly valued by external funding agencies, by peer institutions, and by the employers of the department’s graduates. Yet these innovations are lost once this person is no longer the course instructor. This paper examines the relationships among faculty autonomy, the collective responsibility of the department faculty, and systemic refo...

Teachers of adult learners in formal settings are increasingly exploring more integrated approaches to curriculum and teaching. One location for such work is the community college. Among these teachers, however, who are traditionally content experts, an integrated approach often represents a paradigmatic shift in their understanding of what is most worth knowing. Little is known about how these teachers' beliefs influence, change, and are changed by participation in such curriculum efforts. This study reports on the beliefs and meaning and perspectives of one group of teachers attempting to bring about more curricular coherence and integration within four different disciplines of developmental education. In the United States, community colleges are rapidly becoming major, postsecondary locations for the education and training of adults, contributing to what Grubb (1996) describes as a "midskilled labor force." Many of the occupational programs offered through community...

In 2016, 10 universities launched a Networked Improvement Community (NIC) aimed at increasing the number of scholars from Alliances for Graduate Education and the Professoriate (AGEP) populations entering science, technology, engineering, and mathematics (STEM) faculty careers. NICs bring together stakeholders focused on a common goal to accelerate innovation through structured, ongoing intervention development, implementation, and refinement. We theorized a NIC organizational structure would aid understandings of a complex problem in different contexts and accelerate opportunities to develop and improve interventions to address the problem. A distinctive feature of this NIC is its diverse institutional composition of public and private, predominantly white institutions, a historically Black university, a Hispanic-serving institution, and land grant institutions located across eight states and Washington, DC, United States. NIC members hold different positions within their instituti...

Este texto analiza el exceso y oportunidad de las mujeres en la educación superior. A partir del año 1960 en Europa, Norteamerica, América Latina y otros países del mundo, ha habido un aumento sustancial en el número y porcentaje de mujeres en la educación superior. 

This essay examines faculty development needs in light of the changing instructional environment at community colleges. Issues examined include diversity of prospective faculty members, changing student clientele and related needs, increased focus on learning communities and on learning outcomes, the changing role of faculty, and the impact of new instructional technology. (Contains 29 references.) (PGS)

Twenty-two faculty at a Midwestern community college were interviewed to elicit their perceptions of their career paths, their early-stage career roles, and the role played by faculty development in their early careers. Based on the interview data, the majority did not foresee their career path and chose the community college because of its emphasis on teaching. Participants indicated that their career roles changed over time from an emphasis totally on teaching to one that included supplemental activities and that research was encouraged in their work. Many perceived faculty development activities as having a significant impact on their careers. The authors make recommendations for faculty recruitment, retention, and development.

ABSTRACT Community College leaders face new and diverse challenges, often requiring different orientations to leadership than were effective previously. Yet, focusing on leadership as a series of career stages through which particular skills and techniques are learned often leaves leaders without the capacity to do the adaptive work required of their changing organizations. Conceptualizing leadership as an on-going process of learning relinquishes the need for a specific career orientation, and focuses on developing and sharing leadership throughout the college. Taking this approach uncovers mental models that affect how administrators see the world and, therefore, act within any environment. It shifts the goal of leadership preparation to understanding the concepts (and processes) of transforming organizational reality, challenging organizational status quo, and of deep change. It also ties leadership more directly to creating learning environments for leaders and others, which is important for community colleges interested in fulfilling the role of learning colleges. A model presenting leadership as learning concepts is presented, showing changes over time reflecting cognitive development of leaders and followers.

ABSTRACT The purpose of this study was to determine if selected input and environmental variables had an effect on the successful outcome of degree-seeking, underprepared students entering a comprehensive, public, 2‐year community college, ASSET test scores were used to identify underprepared students and placement in developmental English, math, and reading course work. Successful underprepared students differed significantly from unsuccessful underprepared students on the measured input, environmental, and output variables. Results of the study showed that completion of a developmental reading and English course was a significant variable in separating the 2 groups of underprepared students. In addition, those who completed developmental course work early in their college career fared better academically than those who did not. Findings support recommendations of mandatory placement and successful completion of developmental reading and English courses prior to or concurrent with enrollment in other college courses. The study also suggests a need to reexamine other institutional policies and practices that may be related to the overall academic achievement of underprepared, degree-seeking students.

ACKNOWLEDGMENTS We would like to thank Sue Banning, Sharon Boyce, Thom Kuk, Lisa Miller, Leanne Perry, and Dennis Brown for their editorial assistance, counsel, and support throughout the preparation of this book. vii ... PREFACE The past decade has presented many new ...

What are the characteristics and conditions that lead to successful educational partnerships? What can we learn from partnerships that fail, cannot be sustained over time, or cease to benefit their partners? This book serves as a guide to the successful implementation of partnerships. It provides the context and tools for readers who are responding to the increasing demands of policy makers, funders and institutional leaders to use partnerships to address local, state and federal issues, achieve external mandates, meet public or internal agendas, or pursue international collaborations. This guide provides an evidence-based framework for institutional and organizational leaders to develop the vision, shared values and norms to achieve the “partnership capital” that will sustain an enduring relationship. It offers a three-phase model of the development process of collaboration, together with a tool box for those charged with partnering and leading organizational change, and includes a...

... http://www.academy.umd. edu/publications/klspdocs/21stcen.html Amey, Marilyn J. & Brown, Dennis F. (2004). ... Price: $25.00, 368 pages. Leadership Resources Focused on Gender, Race and Ethnicity Benham, Maenette KP & Stein, Wayne J. (Eds.) (2003). ...

ABSTRACT One strategy used with increasing frequency to meet the needs of multiple constituencies is partnerships and forms of organizational collaboration, consortia, and networks. This chapter explores the kinds of skills and thinking required of community college leaders to engage in effective partnerships.

Page 1. Faculty Realities and Challenges: Perspectives of Those Who Teach in CSP Programs Marilyn Amey Cheryl Lovell Kacy Heinmiller King Kang Li Mike Dannells ... administrative responsibilities than non field-based degree programs (Newell and Kuh, ...

ABSTRACT The Journal of Higher Education 76.5 (2005) 604-607 College presidents are perhaps the most studied groups of academic administrators, and yet, as James L. Fisher and James V. Koch argue, not enough is known about this key leadership role. In their new book, Fisher and Koch offer new insights by reporting results of their national study of college presidents. In part, an updating and expanding of the landmark 1988 study on effective presidents by Fisher, Tack and Wheeler, the book provides extensive data analyses from 713 current college presidents divided into two groups: "entrepreneurial" and "representative." An expert nomination process was used to identify presidents who were particularly effective in their positions, with a focus on entrepreneurial presidents and attention to women and presidents of color. Over 1500 nominators were invited to identify current presidents for inclusion in the study, using their own criteria. Over 700 presidents were nominated at least once and from this group, 371 usable surveys were returned; this constitutes the effective/entrepreneurial presidents group. To provide control data, the authors constructed a second sampling of almost 1300 presidents, labeled representative presidents, who received the same survey; 342 usable surveys were returned. Fisher and Koch spend a significant portion of the text presenting their findings. In addition to the current data, they continually contrast their findings with the Fisher, Tack and Wheeler 1988 study (referred to as FTW in the text) as well as to the 1999 McFarlin, Crittendon and Ebbers presidential study that focused only on community college presidents. The comparisons are interesting and provide more context for the Fisher and Koch study regarding some of the evolutionary changes in the presidency taking place since the late 1980s. In Chapters 4-6 of the book, Fisher and Koch detail typical demographic profiles, education and work history, parental background, spousal employment and family information, as well as religious and political affiliations, and considerable institutional demographic information. Much of this is what we expect when reading presidential studies and Fisher and Koch are nothing if not thorough. Acknowledging the changing environment in which the current survey was conducted, the authors also asked several questions about technology usage. Finally, as they note, one of the features of this study is the volume of questions asked about attitudes and values (60 questions). This portion of the survey provides the most interesting discussion as well as some of the most controversial interpretations of findings. The authors end the text with short vignettes from some of the many presidents deemed effective/entrepreneurial in the nomination process. These vignettes support the statistical findings and provide a more human and compelling face to some key points made. The short stories do not speak clearly to the processes through which one goes in order to achieve success, even though they sometimes provide evidence of inherent struggles and challenges presidents face. Even so, they are illustrative of the entrepreneurial presidents that Fisher and Koch intend to highlight, including women and presidents of color. For those in or aspiring to the presidency, James Fisher again paints the broad landscape of this critical position. In much the same way as he did in the FTW study and so many of his other valuable academic leadership contributions, Fisher and his current collaborator, James Koch present a clear picture of a large data set. Their diligence in collecting both an elite and representative sample of respondents is commendable; their data analysis chapter is extremely well written and conveys a clear sense of how they proceeded and why; and their admiration and respect for their subjects is undeniable. The reader comes away with a national perspective of the attitudes and values driving Fisher and Koch's entrepreneurial president and how these compare with those of presidents deemed representative. A cursory read of the text will inform boards, sitting and aspiring presidents about some of the challenges and strategies facing those who try to position their institutions in new ways and in new markets. In this respect, the text more than meets...

Traditionally, members of a department faculty value their autonomy. But their home department has a set of collective responsibilities involving other departments in the college, the university, and external constituent groups. Consider the following scenario. In a certain department faculty are judged individually to be very well qualified. Each person's academic and other scholarly achievements can clearly be documented as meritorious. However, the collective activities and achievements of these individuals fall measurably short of their department's collective responsibilities. More specifically, an individual might bring highly innovative concepts into an existing engineering course that are highly valued by external funding agencies, by peer institutions, and by the employers of the department's graduates. Yet these innovations are lost once this person is no longer the course instructor. This paper examines the relationships among faculty autonomy, the collecti...

Community college partnerships with institutions in other educational sectors (including schools and universities) are important and strategic ways of meeting the educational needs of college constituents and maximizing resources to achieve local and state economic development goals. Understanding what is required for effective partnerships is important in determining when and how to engage in these collaborative, but sometimes costly, arrangements. This article presents a model of partnership development that emphasizes the role of social and organizational capital in the formation of partnership capital that contributes to the long-term success of collaborative efforts.