ur ”, Je oN ¢ INNOVATION ABSTRACTS i2::" C Published by the National Institute for Staff and Organizational Development With support from the W. K. Kellogg Foundation and Sid W. Richardson Foundation y J Ke CX X © yy WHY DON’T I TEACH IN A "GOOD" SCHOOL This is my 14th year of teaching in two community colleges. The first was in rural Virginia with about 1200 students. The present one is in Nevada; it has almost 9000 students and is still growing. Although very different in size and location, these schools have much in common with each other and all community colleges. As I’ve talked with other community college faculty, it has become apparent that we share many things. We share enjoyments and frustrations and a strong belief in the value of what we do; but we often feel misunderstood. I'd like to describe why I’ve chosen this particular career, why it is the most exciting work I can imagine, and why I believe community colleges are the true vanguard of higher education. I didn’t get a Ph.D. in chemistry so that I could teach in a community college; I wasn’t that far-sighted. I got my degree because doing chemistry was about the most fun I could have—at least in public. My first job was in industry, because I thought I might do interesting work and earn a reasonable amount of money. Both of these assumptions were true, but I rapidly decided industry wasn’t for me, partly because of regulations denying us such things as sharp-pointed scissors "because we might hurt ourselves." In my present job, chemistry is still fun and my work is amazingly interesting, but I have trouble earning a "reasonable" amount of money. I spend 18 to 20 hours a week in the classroom, 5 to 6 hours with individual students, 20 to 30 hours making and grading tests, homework, labs and quizzes, additional time setting up labs and attending the never-ending committee meetings; and I sometimes wonder if we should be allowed sharp-pointed scissors. The title of this paper came to me in 1971. I had resigned my industrial job, had decided I wanted to be in higher education, and realized that if I really wanted to teach, the place was in community colleges. One of the people I asked to write a letter of recommendation said, "Yes, you'll be a great teacher, but why don’t you apply to a good school?" Since that time I’ve been asked some version of that question at least once each semester. My colleagues report that they've been asked similar questions, and students often express the same feelings. According to a recent ACS survey of two-year colleges, 39.6% of chemistry instructors in two-year colleges hold doctorates. In some quarters there has been a reluctance to hire these people. In 1971 the problem was described in Community College Review as the "Trojan Horse Phenomenon." More than 10 years later, the argument was still being made that Ph.D.s from traditional disciplines would become unhappy and frustrated in community colleges and try to bring about changes harmful to the two-year school. Questions such as "With your background, will you be happy here?" or "Are you just using this as a stepping-stone to another college or a university?" seem to reflect not only an effort to get excellent instructors but a feeling of being an inferior institution. Reflecting upon my own choices and career in this context, there are several points I would like to make. 1. The community college and its students are unique. 2. Teaching in such a school has benefits that should be sought by many (including Ph.D.s) and acknowledged by all. 3. The outstanding faculty member in the community college has qualities that should be sought by all educational institutions. 4. Perhaps instead of "stepping up” from a community college to a university, a natural progression in a talented teacher's career might be the reverse. Consider the first point: Why is a community college unique? It accepts students without regard to academic rank in high school or test scores. It adapts and adjusts its programs to community needs. It is comprehensive, maintaining a wide range of programs to meet diverse community needs. It provides a lifelong learning experience for all, from post high school age to the elderly. (Go , Community College Leadership Program, The University of Texas at Austin, EDB 348, Austin, Texas 78712