|We have faced
the difference in culture between two-year and four-year institutions.
Faculty in two-year colleges typically have less autonomy than those in
four-year. Further, two-year faculty typically carry very heavy teaching
loads and have little time for involvement in educational reform. Four-year
college faculty often believe that two-year colleges tend to emphasize skill
development, literacy, and rote learning. Two-year faculty are sometimes
defensive, having heard all too often the assumptions of four-year
colleagues. Misunderstandings can work both ways, as difference in status
shapes behavior. As a result, there is sometimes disrespect, often unintended
or unconscious, and miscommunication between two-year and four-year faculty.
One of the strongest benefits of the project has been the development of
healthy connections across institutions.
|Success here, as
in so many areas of work, demands a viable process and sustained attention to
relationships.† We find that strong
faculty leadership and administratorsí involvement are essential to bridge
two- and four-year colleges. We also observe that faculty in all institutions
want to talk about the needs of transfer students.